













































Book _!_h [jf _ K4 



GopightU?_.L^ <L d_ 


COPYRIGHT DEPOSIT. 








Spring and Summer 
School Celebrations 


Exercises, Recitations, Pantomimes, Tableaux, 

Drills, Songs 


lor 


Easter, Arbor Day, Memorial Day, May Day, 
Fourth of July, and Closing Day 


i 


E D I 
ALICE 


TED BY 

M’^ KELLOGG 


Author of " Fancy Drills and Marches,” Etc. 



PHILADELPHIA 

The Penn Publishing Company 

1923 






Copyright 1895 by E. L. Kellogg & Co. 
Copyright 1908 by The Penn Publishing Company 


Copyright 1923 by Herbert S. Kellogg, 
Mrs. R. W. Barrington and Edward L. Kellogg 


sopykight ornotf 

m #1313 


MAR 13 1923 



Spring and Summer School Celebrations 





wM",j 


CONTENTS. 


t 


Part I. Easter : 

Easter Song. By Celia Thaxter.. 

Easter in Early Days.. 

Give Flowers to the Children. 

Sir Robin.. 

To the Flowers.. 

The Day of Joy. By Lucy Larcom. 

Easter Time. By Anne Smith.. 

Wreath Drill and March. By I. J. C. 

Tableaux for Longfellow’s “ King Robert of Sicily.” 

“ Preston Papers”. 

A Bunch of Lilies. By Margaret Jasper. 

Part II. Arbor Day: 


VAGI 


.. 5 

. 6 

. 7 

. 8 

. 8 

. 9 

. io 

.... . ii 

By the author of 

. *3 

. *5 


Getting Ready . 

Special Rules for Tree Planting. 

What They Say. 

The Return of Spring. By N. Lewis. 

The Talking Trees. By Lizzie M. Hadley.. 

The Buttercup. By Mary Geist. 

’Neath the Leafy Tree. 

Reading of Compositions. 

Choosing the Tree. By Angelina W. Wray 

Nature’s Voices. 

Naming the Tree ..i. 

Choosing a State Flower and Tree. 

Farewell to the Grove.. 

Exercise in the School-Room.. 

Arbor Day Exercise. 

The Plea of the Trees. 

Exercise at the Tree Planting. 

Tree Song. 

The Primeval Forest. 

God’s First Temples. 

O, Rich and Rare. 

The Voice of the Trees. 

Under the Trees. 


17 

18 
21 
22 
23 

27 

28 


39 

29 

30 
32 

34 

37 

40 

5 ° 

56 


63 

63 

63 

64 
64 


Part III. May Day : 

Greeting to May. By Helen B. Curtis.. 

A Carpet of Green. By Lettie E. Sterling .. 

’Tis Spring. By Samuel Nichols .. 

May Day. By John Keble.. 

A Call to the Flowers. By Anna II. Branch. 

To the Cuckoo. By William Wordsworth. 

To the Arbutus. By Randall N. Saunders.. 

May and the Flowers. By Elizabeth R. Morey. 

The May Festival. By Lizzie M. Hadley.. 

Gathering Flowers. By Jennie D. Moore. 

Robin’s Come._•. 

The Return of the Wanderers. By Wolstan Dixey. 

Part IV. Memorial Day : 

The Nation’s Dead. 

Wake Them in Peace To-day. By Wellesley Bradshaw 

In One Grave. By Clara E. Cooper..*. 

Roll Call. By N. G. Shepard. 

Scatter the Blooms. By Jennie D. Moore. 

Driving Home the Cows. . 

Decoration Day. 


65 

66 
66 
67 

67 

68 

69 

70 


84 

85 


9 * 

92 

°3 
04 
<6 
- 6 
>8 


3 
























































4 


CONTENTS. 


1 


PAGE 


Commemoration Ode. By James Russell Loweh. . 99 

Moving Tableaux for “ Drafted.” Arranged by the author of “ Preston 

Papers ”. ioq 

Memorial Day. By Lizzie M. Hadley. 103 

In Memoriam. By Olive M. Long. 109 

Zouave Drill. By the author of ” Preston Papers.”. 115 

Programme for Memorial Day. 119 

The Blue and the Gray. By I. J. C. 125 


Part V. Fourth of July : 


The Nation’s Birthday. By Elizabeth M. Griswold. 

Tommy’s Ride. By George Cooper. .. .. 

What Constitutes a State ? By Sir William Jones .., 

Stand by the Flag.. 

' ndependence Bell. By Theron Brown. 

Flag of Our Nation Great.. 

Boys’ Marching Song . 

The Pcot’s History of America. By Clara E. Cooper 
The cf Our Country. By L. M. Hadley .. .. 

iFrcaa ‘ Vudalism to Freedom. By Olive M. Long... 


132 

133 

134 

134 

135 


136 


137 


138 

140 

146 


Part VI. Closing Day : 

Welcome Friends. By E. S. F.. 

Hot. » Speak a Piece. By Ruth Davenport.... 

Vacation. By Jennie D. Moore. 

B^ore School and After School. 

Air Castles. By Ruth Davenport. 

Geography’s a Study. By L. F. Armitage. 

A Graduating Essay. By H. C. Dodge.. 

Two Opinions. 'Jy Ruth Davenport.. 

A Hymn for the Conquered. By W. W. S. 

The Youngest Hc .rd From.. 

Under the Umbrella. By Ruth Davenport. 

Practising Song. By Laura E. Richards. 

Boys Will Be Boyc. By Harlan H. Ballard. ... 
Playing at Housekeeping. By Ruth Davenpori. 
Does Any One Know Him ? By George Coorjc? 

Making Believe. By Alice M. Kellogg.. 

Home Study. By Iluth Davenport. 

Good-Bye to Lessons ... . 

Vacation Song.......... 

Graduates’ Sony. By John R. Dennis. 

Approach of Vacation. By Lettie E. Sterling... 

Work and Win. ....... .. 

Van Amburgh’s Me:.: ;erie.. 

The Arch f Success. By C. M. Harger. 

The Raving Crazy Quilt. By Alice Perry. 

The Nations. By E. M. Kingsley. 

The Picnic. By May Floyd . 

Scenes from “ Hiawatha ” . 

What the Lessons Say. By Lizzie M. Hadley .. 

Tambourine Drill. By Eloise Hemphill. 

When School Is Out. By A. S. Webber. 


158 

t 59 

160 

161 
161 

163 

164 

165 

166 

168 

169 

170 

171 

172 

173 

174 

175 
177 

177 

178 

179 

180 

181 
184 
190 
194 
196 
198 
200 
203 
205 


ACKNOWLEDGMENTS. 

Thanks are extended to the following for the use of copyrighted material: 

Houghton, Mifflin'& Company, of Boston, for Lucy Larcom’s “ Day of Joy 
Celia Thaxter’s ‘‘ Easter Song,” and extracts from Lowell’s “ Commemora¬ 
tion Ode;” Longfellow’s ” Hiawatha ” and ‘‘King Robert of Sicily;” The 
Century Company for Laura E. Richard’s “ Practising Song The Out¬ 
look, for Harlan H. Ballard’s “ Boys Will Be Boys;” The Youth's Compan¬ 
ion , for Theron Brown’s “ Independence BellGeorge Cooper for “ Tommy’s 
Ride.” 



















































PART I 


faster. 


Easter Song. 

(To be recited by an older pupil as a prelude to a song by the little children.) 

Sing, children, sing! 

And the lily censers swing : 

Sing that life and joy are waking and that 
Death no more is king. 

Sing the happy, happy tumult of the slowly brightening 
spring ; 

Sing, little children, sing. 

Sing, children, sing ! 

Winter wild has taken wing. 

Fill the air with the sweet tidings till the frosty echoes 
ring ! 

Along the eaves the icicles no longer glittering cling ; 
And the crocus in the garden lifts its bright face to the 
sun, 

And in the meadows softly the brooks begin to run * 

And the golden catkins swing 
In the warm airs of the spring; 

Sing, little children, sing ! 

Sing, children, sing ! 

The lilies white you bring 

In the joyous Easter morning for hope are blossoming ; 
And as the earth her shroud of snow from off her breast 
doth fling, 


5 



6 


EASTER. 


So may we cast our fetters off in God’s eternal spring, 

So may we find release at last from sorrow and from 
pain, 

So may we find our childhood’s calm, delicious dawn 
again. 

Sweet are your eyes, O little ones ! that look with smiling 
grace 

Without a shade of doubt or fear into the Future’s face. 

Sing, sing in happy chorus, with joyful voices tell 

That death is life, and God is good, and all things shall 
be well; 

That bitter days shall cease 

In warmth and light and peace,— 

That winter yields to spring,— 

Sing, little children, sing ! —Celia Thaxtcr. 



Easter in 


(Recitation for an intermediate grade pupil.) 


From time immemorial the festival of Easter has 
been a season of rejoicing among pagans and Christ¬ 
ians. Various were the rites and ceremonies on 
this occasion. In the ancient church the celebra¬ 
tion of Easter lasted eight days. After the eleventh 
century, however, it was limited to two days. It 
was the favorite time for administering the rite of 
baptism. The courts of justice were closed and 
alms given to the poor and needy. 

The Anglo-Saxons, until Christianity was intro¬ 
duced into England, held high festivities over the 
event of spring, the festival of Easter, the goddess 
of April. To her they burnt fires, and feasted, and 
the hot-cross bun of to-day is one of the traditions 
of that far-back time. 

One of the most popular features of the old-time 
Easter enjoyments was the distribution of colored 
eggs, and this custom is traced back to the ancient 
Persians, Greeks, and Romans. 



GIVE FLOWERS TO THE CHILDREN. 


7 


The old superstitions, and many of the old cus¬ 
toms of Easter, are falling into disuse, but as a holi¬ 
day season its popularity only increases. 


Give Flowers to the Children. 

(Recitation for the primary grade.) 

Give flowers to all the children 
On blessed Easter Day— 

Fair crocuses and snowdrops, 

And tulips brave and gay. 

Bright nodding daffodillies, 

And purple iris tall, 

And sprays of silver lilies, 

The loveliest of all. 

And tell them, tell the children, 

How in the dark, cold earth 
The flowers have been waiting 

Till Spring should give them birth. 

All Winter long they waited, 

Till the south wind’s soft breath 
Bade them rise up in beauty, 

And bid farewell to death. 

Then tell the little children 
How Christ our Saviour, too, 

The Flower of all Eternity, 

Once death and darkness knew. 

How, like these blossoms, silent 
Within the tomb he lay, 

Then rose in light and glory, 

To live and reign for aye. 

So take the flowers, children, 

And be ye pure as they, 

And sing to Christ our Saviour 
On blessed Easter day ! 




EASTER. 


a 


Sir Robin. 

(Notice the question-marks by keeping the voice raised for a second. The 
laugh at the close of each verse should be given naturally.) 

Rollicking Robin is here again. 

What does he care for the April rain ? 

Care for it? Glad of it. Doesn’t he know 
That the April rain carries off the snow, 

And coaxes out leaves to shadow his nest, 

And washes his pretty red Easter vest, 

And makes the juice of the cherry sweet, 

For his hungry little robins to eat ? 

“ Ha ! Ha !” hear the jolly bird laugh, 

“ That isn’t the best of the story by half ! ” 

Gentleman Robin, he walks up and down, 

Dressed in orange tawny and black and brown. 

Though his eye is so proud and his step so firm, 

He can always stoop to pick up a worm. 

With a twist of his head, and a strut and a hop, 

To his Robin-wife, in the peach tree top, 

Chirping her heart out, he calls : “ My dear, 

You don’t earn your living ! Come here ! Come here! 
Ha ! Ha ! Ha ! Life is lovely and sweet ; 

But what would it be if we’d nothing to eat ? ” 

Robin, Sir Robin gay, red-breasted knight, 

Now you have come to us, summer’s in sight. 

You never dream of the wonders you bring,— 

Visions that follow the flash of your wing. 

How all the beautiful By-and-By 
Around you and after you seem to fly ! 

Sing on, or eat on, as pleases your mind! 

Well have you earned every morsel you find. 

“ Aye ! Ha ! Ha ! Ha ! ” whistles Robin. “ My dear, 
Let us all take our own choice of good cheer ! ” 


To the Flowers. 

(Recitation for a pupil in the grammar department .) 

Ye are the scriptures of the earth, 
Sweet flowers fair and frail ; 

A sermon speaks in every bud 
That wooes the summer gale. 



THE DAY OF JOY. 


Ye lift your heads at early morn, 

To greet the sunny ray, 

And cast your fragrance forth to praise 
The Lord of night and day. 

Sown in the damp and cheerless earth, 
Ye slumber for a while, 

Then waken into glorious life 
And bid creation smile. 

Thus, when within the darksome tomb 
Our mortal frame shall lie, 

The soul, freed from the bonds of sin, 
Shall join the choir on high. 



(Recitation for a high-school pupil.) 


This is the gladness of our Easter morning— 

That nothing now in all the world is dead, 

The roadside dust is tinted with forewarning 
Of heavenly verdure mortal feet shall tread. 

New meanings each blue break of sky discloses ; 

New messages on all the winds are heard ; 

New fragrance haunts the lilies and the roses— 

His life, His breath—the Spirit and the word. 

The flowers of spring are no vain decoration 
Of earth’s dead bosom ; earth is all alive 
In the awakening dawn of new creation, 

Whence soul and body perfect strength derive. 
The untainted health, the everlasting beauty ! 

Even frozen hearts the warm contagion feel 
Of spiritual love and holy duty ; 

The sickliest plant Christ’s living touch can heal. 

This is the wonder of the Resurrection— 

That things unvalued now reveal their worth • 
That every human longing and affection 
Feels now the glow of its immortal birth. 



IO 


EASTER. 


Our common toil, the mutual nopes we cherish. 

The friendly word, the homely help we give 
Each other in His love’s name, shall not perish ; 

No thought that lives in Him shall cease to live. 

We who are of the earth need not be earthly ; 

God made our nature like His own, divine ; 
Nothing but selfishness can be unworthy 

Of his pure image meant through us to shine. 

The death of deaths it is ourself, to smother 
In our own pleasures, His dishonored gift; 

And life—eternal life—to love each other ; 

Our souls with Christ in sacrifice to lift. 

This is the beauty of our Easter morning; 

In him humanity may now arise 
Out of the grave of self, all baseness scorning— 

The holy radiance of His glorious eyes 
Illumines everywhere uplifted faces ; 

Touches the earthly with a heavenly glow ; 

And in that blessed light all human graces 
Unto divine beatitudes must grow. 

Feeding on husks no more, the wanderers gather 
Around the hearthstone of the house above— 
The Son has brought them home unto the Father; 

His spirit in their hearts is peace and love. 

Souls speak in the lost language of communion, 

And angels echo back the words they say, 

Earth is restored to heaven in deathless union— 
This is the glory of our Easter day. 

—Lucy Larconu 


Easter Time. 

(Recitation for a grammar-grade pupil.) 

While beauty clothes the fertile vale, 
And blossoms on the spray, 

And fragrance breathes in every gale, 
How sweet the vernal day. 



WREATH DRILL AND MARCH. 


II 


And hark ! the feathered warblers sing, 

’Tis nature’s cheerful voice ; 

Soft music hails the lovely spring, 

And woods and field rejoice. 

How kind the influence of the skies ! 

These showers, with blessings fraught, 

Bid verdure, beauty, fragrance rise, 

And fix the roving thought. 

Oh ! let my wondering heart confess 
With gratitude and love 
The bounteous hand, that deigns to bless 
The garden, field and grove. 

That hand, in this cold heart of mine, 

Can make each virtue live ; 

And kindly showers of grace divine, 

Life, beauty, fragrance give. 

O God of nature, God of grace ! 

Thy heavenly gifts impart, 

And bid sweet meditation trace 

Spring blooming in my heart. —Anne Smith . 


Wreath Drill and March. 

By F. J. C. 

Costume.—(Girls :) Simple white dresses with blue 
sashes. Care should be taken to have the dresses of 
uniform length and the sashes of same shade. 

Caps .—Blue with ordinary black visor. 

Wreaths .—Twisted with white flowers and tied 
with long blue ribbon, same shade as sashes. 

(Boys): Should it be convenient a simple gray 
suit could be made of any cheap material. Should 
this be impracticable confine yourself to gray caps, 
which should correspond to the girls’ in shape. 

Wreaths .—Same size as girls’, but made of red 
flowers and tied with long bows of gray ribbon. 

Flags .—Two good-sized bunting flags. At the 



12 


EASTER. 


top of one are streamers of blue, and at the top of 
the other one are streamers of gray. 

MARCH. 

Music .—Any march in which the time is strongly 
marked. 

Lines. —One line of boys and one line of girls. 

Leaders. —One line will be headed by flag-bearer 
(a) ; boy who carries flag with gray ribbons. The 
other line headed by flag-bearer ( b), will consist of 
girls with blue ribbons. 

1. The girls enter from the right in single file, 
carry wreaths as high as head and in the right hand. 
Boys enter from opposite side with wreaths in left 
hand. 

2 . By marching up either side of the stage and 
turning corner the leaders meet in centre of stage. 

3 . At signal of piano (one) wreaths are lowered 
and boys change wreaths into right hand; (tzvo) 
face audience; (three) flags and wreaths are raised 
as in salute; (four ) lowered, boys change back to 
left hand ; (five) face; (six) march. Lines cross 
each other in a short diagonal line and march to 
back of stage, where they meet and cross again. 
Repeat in front. 

4 . Meeting again at back they form a double 
column and march down the centre of stage. 
Wreaths are now raised over heads horizontally. 

5 . Line separates again at certtre, marching across 
front of stage and down sides to back. 

6 . Lines join at centre as before and cross wreaths 
in centre. The leaders going in single file, the flag- 
bearer (/z) in advance. 

7 . At front of stage first pair headed by leader (a) 
turn to left, second pair headed by flag-bearer (b) 
turn to right (remaining pairs alternating with these 
lines.) 

8 . Meeting at the back each couple slips into its 
original position. (With the assistance of one of the 
teachers or the older pupils who will stand quietly 


KING ROBERT OF SICILY. 


*3 


by during this separation and replacing, , .nd motion 
to the children who are apt to become confused, 
this otherwise intricate march will become quite 
within the scope of little folk.) 

9. Wreaths are held over the heads of the pair in 
front as the lines come up the centre.* 

10. Separate into single lines and proceed around 
stage as at first. 

11. Meeting at back both lines join into one: a 
boy behind each girl. 

12. At front the flag-bearers make an arch with 
their flags and the line marches under it and back 
to leaders. 

13. Leaders fall in line and (a) forms the line into 
a circle. 

14. Piano chord {one) face out; ( tzvo ) salute as be¬ 
fore ; {three) girls fall on one knee, each boy drops 
his wreath over his partner s head. Flag-bearers 
step to centre of ring and cross flags; {four) girls 
stand and boys step forward and kneel. The girls 
then crown the boys; {five) stand, and all fall in 
line, the leaders marching once around the stage and 
out. 


Tableau for Longfellow’s <c King 
Robert of Sicily.” 

Arranged by the author of “ Preston Papers.** 

(These tableaux are to be shown while Longfellow’s poem is being read. Only 
“ cue” lines are given. The reader should stand in front of the drawn curtain, 
reading during arrangement of stage for scenic illustration. Everything must be 
in readiness for prompt and silent changes from one tableau to another, that 
the poem may be illustrated, not spoiled. A second showing of each tableau is 
generally desirable, as but few get a satisfactory glimpse of the entire picture dur* 
ing the brief opening of the curtain. Well trained assistants, with one to direct, 
must attend to everything behind the scenes, leaving teacher and reader free in 
front. The tableaux take away all excuse for dramatic action on the part of the 
reader, whose entire attention may be profitably given to interpreting the author’s 
thought by voice alone.) 

“ On St. John’s eve, at vespers, proudly sat, 

And heard the priest chant the Magnificat." 



*4 


EASTER. 


(Tableau No. i.) 

Stage represent* c’tuc , vv h dij . ights; at left altar, priests chanting; at 
right, king and r tinu n . La- may be fashioned from upturned box, 

over which sho y abl^ vTe;>, Ju-cvn. ili.ig may be aade by turning chairs 
of one pattern, vi h baci^’ ♦< wa . p.-. ; in crow-, of pasteboard covered with 
gilt paper; loos ;ohe afi£ s br:' .an o'or . errnin cro be made from sheets 
of cotton wadding c C trip hwee .' ur nches wide having black spots an 
inch and a half long, pernrj -.oin .if L.c’' wide to round point; courtiers’cos¬ 
tumes brilliant with -pit -d tinse. 

“ And leanln^ >ack he yawned and fell asleep, 
Lulled by the chant monotonous and deep.” 

(Tableau No. 2.) 

Same scene; lights dimmer; musi. sofier and more monotonous—king sleeping. 

“ The sounds reechoed from the roof and walls— 
As if dead priests were laughing in their stalls.” 

(Tableau No. 3.) 

Same, but with lights all extinguished save one or two dimly burning; king 
alone, near door at extreme right. 

“ King Robert’s self, in features, form, and height, 

But all transfigured by angelic light.” 

(Tableau No. 4.) 

Banquet room brilliantly lighted in the palace; table elegantly equipped with 
damask, glass (the more beautiful color the better), silver, flowers, etc.; people 
standing in groups ; king’s counterpart on dais in background; real king in fore* 
ground, side to audience, staring at his “other self.’’ 

“And in th- c rner, ** :evolting shape, 

Shivering and ch< terin to/ sat the wretched ape.” 

( bleau No. 5.) 

Barren, dark room; straw bed 5« her cor: er, with king sitting thereon m 
plain dark robe, di-heveied L , wuude» n face and attitude. Ape may be omit¬ 
ted, or “ made to order ” of dar’c c v th, on wooden chair or stool in opposite corner. 

“ He heard the garments of the Lord 
Sweep through the silent air, ascending heavenward.” 

(Tableau No. 6.) 

Same scene; but king kneels, facing audience. 

“ Across these stones, that lead the way to heaven, 
Walk barefoot, till my guilty soul be shriven.” 

(Tableau No. 7.) 

King Robert in the foreground in same garments, bowed head, hands crossed 
on breast, standing; Angel King on throne in background. (Throne may be im- 

E rovised from big old-fashioned sofa, or two large chairs without arms, having 
andsome spread thrown over it, with showy rug in front.) 

“ Rose like the throbbing of a single string ; 

‘I am the Angel, and thou art the King.’ ” 


A BUNCH OF LILIES. 


13 


(Tableau No. 8.) 

Same, showing open window at end furthest from King Robert, who with Angel 
King listens to chant from outside. Much of the effect of this tableau will depend 
upon the facial expression of the two characters. Light should be very strong on 
each face. This may be produced by use of kerosene sidelights with reflectors. 

“ And when his courtiers came, they found him there, 
Kneeling upon the floor, absorbed in silent prayer.” 

(Tableau No. 9.) 

Same scene without the angel, King Robert kneeling in centre, in nis own ap» ; 
parel; courtiers entering at right and left. 


A Bunch of Lilies. 

(Select as many girls from the grammar grade as there are quotations given 
below. Let the girls stand on the stage each holding a lily in her hand. A small 
stand is placed in the centre with a vase upon it. As each selection is finished 
the speaker steps to the table and places her flower in the vase. The girls may 
be dressed in white with sashes of light purple.) 

First girl: 

The great ocean hath no tone of power 

Mightier to reach the soul, in thought’s hushed hour, 

Than yours, ye lilies, chosen thus and graced ! 

— Mrs. Hemans. 

Second girl: 

Is not this lily pure ? 

What fuller can procure 
A white so perfect, spotless, clear 
As in this flower doth appear? — Quarles. 

Third girl: 

The lilies say : Behold how we 
Preach, without words, of purity. 

— Christina G. Rossetti . 

Fourth girl: 

“ Thou wert not, Solomon ! in all thy glory, 

Array’d,” the lili:s cry, “in robes like ours. 

How vain your grandeur! Ah, how transitory 
Are human flowers ! ” — Horace Smith. 

Fifth girl: 

We are lilies fair 

The flower of virgin light; 

Nature held us forth, and said, 

“ Lo ! my thoughts of white.” 

— Leigh Hunt. 



l6 


EASTER. 


Sixth girl: 

Look to the lilies how they grow ! ” 

’Twas thus the Saviour said, that we 
Even in the simplest flowers that bloom, 
God’s ever watchful care might see. 

— Moir. 


Seventh girl: 

Observe the rising lily’s snowy grace, 

Observe the various vegetable race. 

' They neither toil nor spin, but careless grow, 

Yet see how warm they blush ! how bright they glow 
What regal vestments can with them compare ! 

What King so shining ! or what Queen so fair. 

— Thomson . 


Eighth girl: 

The careless eye can find no grace, 

No beauty in the scaly folds, 

Nor see within the dark embrace j 
What latent loveliness it holds. 

Yet in that bulb, those sapless scales. 

The lily wraps her silver rest, 

Till vernal suns and vernal gales 

Shall kiss on:e more her fragrant breast. 

—Mary Tig he. 

Ninth girl: 

The citron tree or spicy grove for me would never yield 
A perfume half so grateful as the lilies of the field. 

—Eliza Cook . 


Tenth girl: 

Leaves of that shy plant, 

(Her flowers were shed,) the lily of the vale. 

That loves the ground, and from the sun withholds 
Her pensive beauty; from the breeze her sweets. 

— Wordsworth . 


PART II 


Htbov Da?. 


!< 

CONTENTS: 

Getting Ready. 

Special Rules for Tree Planting. 

Opening song for primary children, “ What They Say.” 

Reading for a grammar grade pupil, “ The Return of Spring/’ 
ey N. Lewis. 

Exercise for intermediate children, “ The Talking Trees,” by 
Lizzie M. Hadley. 

Recitation for a primary pupil, “ The Buttercup,” by Mary 
Geist. 

Duet for girls’ voices, “ ’ Neath the Leafy Trees.” 

Reading of compositions. 

Recitation to precede the dedication of the tree, “ Choosing 
the Tree,” by Angelina W. Wray. 

Song by the school, “ Nature’s Voices.” 

Exercise at the planting or dedication, “ Naming the Tree.” 

Chorus to be sung after the tree-planting, “ How Softly 
Breezes Blow.” 

Exercise for the school and visitors, “ Choosing a State Flower 
and Tree.” 

Closing song by the school, “ Verdant Grove, Farewell to 
Thee.” 

(Setting IReabg. 

In preparing for an Arbor day celebration aim to employ the 
entire school, or as much of it as possible. Appoint a committee 
to secure flowers and plants for decoration; give out topics for 

composition and let the best ones be read altfud at the exercises; 

17 



l8 


ARBOR- DAY PROGRAM. 


choose appropriate recitations and quotations ; select certain boys 
to take part in the tree-planting; furnish copies of the songs so 
that every one may join in ; provide a cornet for out of-door 
singing ; have ushers to seat and welcome visitors. Make, in 
fact, a gala day for your pupils, a festival of spring, pervaded by 
the love of nature. 

The central idea of Arbor day is to impress on the young gen¬ 
eration the blessing and necessity of tree life. 

“ He who plants a tree 
Plants hope.” 

If the school grounds or road-ways need shade direct your 
efforts there. Let the transplanting be done at the proper time 
and season, and upon Arbor day dedicate the trees, and celebrate 
the importance and usefulness of the wori. 

The program should be so arranged that, should the day prove 
stormy it can be given indoors. When trees cannot be planted 
vines may be set out or seeds be started in window boxes, and 
the occa ion rendered a memorable one by music and iuerary ex¬ 
cises. 

If a library of standard authors is available, the puphs may be 
referred to the follov ing works for help in essay writing : Holmes’ 
“ One Hundred Days in Europe,” “ The Autocrat of the Break¬ 
fast Table,” “ Over th^ Tea cups,” and “Poems;” Thoreau’s 
“Early Spring in Massachusetts,” ‘‘Winter,” “The Maine 
Woods” “ Autumn,” and “ Walden ; ” Irving’s Sketch Book,” 
and “ Rural Life in England ; ” Cooper’s “ Pathfinder,” and “ Oak 
Openings ; ” Bryant’s “ Poems ; ” Emerson’s “ Nature,” “ The 
Method of Nature and Beauty ; ” Longfellow’s “ Poems; ” Low¬ 
ell’s “ Essays,” and “ Poems.” 

Special IRules for tlree*ipianttnfl. 

% 

The time for transplanting trees varies with the locality and the 
season. Trees should be moved before they have budded and 
blossomed, for after the leaves have opened they cannot obtain 
sufficient nourishment from the newly planted roots, and after 
sapping the life from the tree wither and die. 

As a rule trees must have good soil in which to grow. In 
planting street trees make sure of success by properly preparing 
the soil where they are to stand. In all gravelly and poor soil 


ARBOR DAY PROGRAM. 


19 


dig a hole six or ten feet across and two or three feet deep (it 
can no’ be too large), remove the poor siil and replace wi ? h 
good, in which to plant the tree. In very poor soil this is abso¬ 
lutely necessary. 

The site for planting should be intelligently chosen ; then the 
variety suited to the peculiar foil a'd situa’ion and use for which 
it is intended should be considered. It is pre'erable to plant 
nursery grown trees, which have already been once or twice 
transp lanted and have thus acquired a good root system. In re¬ 
ceiving plants from nurseries notice particularly two points: First, 
that the p ants have good roots that h we not been unnecessarily 
shortened or reduced in removal; and secondly, that the roots 
have not been drh d or injured by frost. This can be determined 
by cutting off some of the ends of the roots. If the bark on them 
when cut into appears white and fresh and separates easily from 
the wood, they are sound and can be trusted Roots should not 
be exposed to the sun or drying winds while be : ng transported, 
bttt should be kept rmist with a cov ring of straw, moss, or can¬ 
vas. The feeding roots are easily destroy d by exposure and 
their loss deprives the tree of much of its power to withstand re¬ 
moval su cessfully. This is especially true of evergreens, be¬ 
came of the r being covered with foliage all the year. 

Native trees growing near in similar soil can hardly fail to 
flourish if properly t ansplanted. Trees that have grown in open 
places are hardier and will bear transplanting better than those 
that have grown under the protection of the deeper woods. 
Such tn es, moreover, like those from the nursery, have an abun¬ 
dance of fibrous roots, on which the tree must rely for support, 
until its stronger r_ots have had t ; me to lay hold of the moist 
subsoil beneath. Rapidly growing trees, although giving shade 
soonest, are mostly short-lived, and become soonest unsightly. 

In planting the tree, place the roots naturally as deep, or a 
1 little deeper if in loose, poor soil, than when they were dug. 
Force the soil amorg the roots fitmly, working it carefully with 
the hand ur.der the stem of the tree, and leaving no open spaces 
among the roots. 1 he roots should not be permitted to come in 
contact with decay ng matter of coarse, unfermented manure. 
Should the season be dry and warm, water may be poured in 
from time to time to settle the fine soil about them, but do not 


2G 


arbor day program. 


drench them. The practice cf using water while planting call 
hardly be said to be a good one, and wi.h a soil which has a ten¬ 
dency to clog, there is great danger of an uneven distribution and 
settling, with consequent empty spaces between the roots More 
trees are probably killed by too muchvater in transplanting 
than by too little ; but mver wet the soil at or rear the surface 
The surface should be leveled, or, better. sli<htly rounded about 
the tru k of the tree. Then a mulch of coarse manure is help¬ 
ful, for it k^eps the surface moist, and its richness will reach the 
roots gardually in a diluted form. A mulch of straw, leaves or 
coarse hay is better than none at all. After the soil is properly 
firmed about its roots the tree should not be neglected and suf¬ 
fered to fall a prey to insects or fungus or allowed to starve for 
lack of food or water or to be loosened by the wind. Stake it 
carefully and firmly or insure it against ac. ident with a tree box. 

In choosing trees remember that the silver maple, Carolina 
poplar and box elder are easily transplanted and grow rapidly 
where nothing else will live, but do not last long ; that the sugar 
maple, red maple, linden, and elm are the best for street and 
lawn; that the tulip tree, red o ik, willow oak, black cherry, and 
sweet gum are also desirable; and that for special po itions it is 
well to give choice to the sycamore, black birch, ash, beech, 
chestnut, or black walnut. 


S'"* *“ ' » i * v 


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ARBOR DAY PROGRAM. 

No* t .—For Mixed Grades* 

(To be given entire or in parts.) 

I. Opening song by primary children. 

What They Say; 


' 1 Lit* tie bird with ac - tive wing, 




fly or sing, 


Read - y e’er to 

2. Bu - sy bee, from flower to flower You are fly - ing eV - ’ry hour, 

3. Gen - tie breeze a-mong the grass, Tho’ un*seen as by you pass, 


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"Won't you in your cun-ning way Talk a-while.with u^ to-day? 

Pause now on your hum-ming way, Talk a-while-with us to-day. 

Pause now on your rust - ling way, Talk a-while with us to-day. 




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22 


ARBOR DAY PROGRAM. 


Reading by a grammar grade pupil: 

XTbc IReturn of Spring. 

Many years ago when the earth was young some little girts 
were in a verdant meadow gathering wild flowers. The day was 
bright, the air clear. Near by a brook ran, making a pleasant 
murmur among the tall grasses. 

The little maidens were having a merry time. One, named 
Persephone, plucked the rose, the violet, the crocus, the hyacinth, 
and thtn seeing a no cissus of great size and beauty near by she 
stretched out her hand to seize it. Suddenly the earth opened 
Aidoneus, a god, in a golden chariot, driving fierce horses before 
him rose out of the earth, and catching little Persephone carried 
her off. She screamed and cried to her father for help, but he did 
not hear, but so long as Persephone could see the earth, the 
blue sty, and the shining sun, so long she hoped to see again her 
mother. The very mountain tops and the deep sea resounded 
with her sweet voice. 

At last Ceres, her mother, heard. Tearing her hair with grief 
she threw a dark cloak around her, and swift as a bird she hur¬ 
ried over the land. Of all she met she asked of her lost daugh¬ 
ter, but none could tell her where she was. For nine days she 
never stopped to eat or drink, but wandered o’er thu earth, car¬ 
rying a flamjng torch in her hands. Finally the sun taking pity 
on her tojfd Jier that it was Aidoneus, the god of the lower world, 
who had carried her away. 

Now Ceres was the goddess of the earth. In her anger and 
despair at the loss of her daughter she wou'd not permit the 
earth to bring forth its fruit. S ed was planted in vain. The 
whole race of man was in danger of starvation. At last Zeus, 
the father of gods, sent a swift messenger to the dark lower 
world bidding Aidoneus to permit P rsephone to return to the 
light He found Aidoneus seated on a couch with Persephone 
near by weeping for her mother. On receiving the message Aid- 
o^eus spoke kindly to Persephone, telling her that she might re¬ 
turn home She sprang up with joy, and without thinking swal¬ 
low d a grain of pomegranate which he gave to her. Th horses 
vere brought forth and yoked to the golden car. She mounted 
and quickly they moved, and neither hills nor vale?, nor streams 


•i 


ARBOR DAY PROGRAM. 


*3 


ot water retarded their course. How h^ppy Persephone was to 
see the bright world again. Joyfully she sprang from the car to 
the embrace of her mother. 

After a little while Ceres asked with anxiety if she had tasted 
anything while in the lower world, for if not she would be free to 
spend the whole time with her father and mother; b t if anything 
had passed her lips nothing cculd save her from spending one-third 
of the year in the lower world, she could, however, spend the 
rest of the year with her mother. 

“ And when in springtime, with sweet-smelling flowers 
Of various kinds, the earth doth bloom, thou’lt come, 

From gloomy darkness back, a mighty joy, 

To Gods and mortal men.’’ 

Persephone told her mother that she had swallowed a grain of 
pomegranate, but even that could not spoil their happiness. They 
spent the day in sweet converse together. But every year wh n 
the time comes that Persephone must return to the dark lower 
world then the skies are leaden, the streams are locked in ice, 
and fierce winds blow from the heavens, but when the glad 
spring comes and Persephone returns to her mother, then thf sky 
puts on its softest blue, the earth is covered with a bright green 
mantle, the flowers burst into bloom, and all nature smiles.— N, 
Lewis, 

Exercise for intermediate children : 

Zbe Ualfcing Urees. 

Children (reciting together ) .• 

We’ve broken Winter’s icy chain, 

The Spring at last is free, 

And crystal clear the rivers now 
Are flowing to the sea. 

A robe of misty green appears 
Where erst was gray and brown, 

And hark ! I hear the sound of feet 
Come marching to the town. 

From dusty woods where May-flowers start 
And early bluebirds sin£. 


24 


ARBOR DAY PROGRAM. 


O woodland trees, to us you come!— 

What message do you bring ? 

Trees—(Other children holding branches.) 

To give to desert places shade, 

There’s One who’s sent us here; 

For Him we leave cur forest homes 
On Arbor Day each year. 

From out the dim, sweet-scented woods, 

Where birds and wild flowers dwell, 

A long procession we have come, 

And now our names we’ll tell. 

Pine.—{One child steps forward and displays her branch ,.) 

To tell my name, behold I come, 

And stand the first in line, 

My green plumes waving in the breeze, 

A tall and stately pine. 

Willow.—(Second childfollows.) 

A willow, I the next one stand, 

Where bank and river meet; 

My branches bend to kiss the waves, 

That murmur at my feet. 

Oak. — ( 7 bird child ditto.) 

I come, a tall and sturdy oak 
Whose praises poets sing. 

And eager children seek to find 
The treasures that I bring, 

Elm.—(Fourth child.) 

I am the elm. On sunny slopes 
My graceful form is seen, 

Or, like a sentinel, I stand 
In meadows fair and green. 

Maple. (Fifth child.) 

In groves, on hillsides, fields, and plains 
My form you’ll often see. 


ARBOR DAY PROGRAM. 


25 


Or standing by your happy homes 
A goodly maple tree. 

Birch. (Sixth child.) 

My home is on the mountain side, 
There, like a bird I perch, 

And, like a silver column, gleams 

My trunk, - I’m the white birch. 

Beech. {Seventh child.) 

So high, they seem to touch the sky. 
My spreading branches reach. 

From mossy woods and bosky dells, 

I come to you—the beech. 

Larch {Eighth child.) 

In mossy swamps and ferny bogs 
My form you’ll often see ; 

From there I come to you to-day, 

A slender, tall larch tree. 

Fir. (Ninth child.) 

A stately, balsam fir am I 
With healing in my breath ; 

From mountain and from forest dim 
I come to vanquish Death. 

All. (.Moving together to front of stag el) 

We are the first.—Behind us now, 
Slow marching tree by tree, 

A glad procession now appears 
To join our company. 

The ash and aspen, cherry, lime ; 

The poplar, tall and straight; 

Linden and spruce, a score and more; 
All close behind us wait. 

Together we have come to tell 
Of legends strange and old, 


26 


ARBOR DAY PROGRAM. 


Some ancient tales of mythic lore, 

By olden firesides told. 

If there are not enough children to duplicate the trees the same 
child may give a second verse.) 

Pine. 1 shelter gave the Holy Child, 

When he from Herod fled. 

Willow. Of yore, my drooping fringes, oft, 

Bent o’er the quiet dead. 

Oak. My roots to Fairyland ’ tis said, 

By olden legends, lead. 

Elm. I tell the farmer when ’ tis time 
To sow his shining seed. 

Birch. When Christ was scourged, I gave the rod. 

So ancient stories say. 

Maple. The country-folk believe my twigs 
Will keep the bats away. 

Beech. Dost fear the lightning’s vivid flash, 

The thunder’s awful roar ? 

Then safe beneath my shelt’ring boughs, 

Come bide till storms are o’er. 

Larch. O, tough and strong, my fibers bind 
The Indian’s birch canoe. 

Fir. When I’m by cruel Death assailed 
Disaster comes to you. 

All. Thus simple myths from out the past 
We at your ffet have laid 
Plant us, and we’ll repay your care, 

With cool and pleasant shade. 

And years will come, and years will go, 

So fast they’ll slip away, 

That children's children, ere we die, 

Shall bless your Arbor day. 


ARBOR DAY PROGRAM. 


27 


SONG.— ( Air , Little Drops of Water.) 

Now we’ve come together, 

Trees bcth great and small. 

Moments swift are flying, 

Try to use them all. 

While the yellow sunshine, 

Flickers round our heads, 

’ Mong the spring-time grasses, 

Make our lowly beds. 

God who watches o’er us, 

Knows what’s for us best; 

Plant us in earth’s bosom, 

He will do the rest. 

All the care you give us, 

We will each repay, 

' Neath our c oling shadows ; 

You shall rest some day. 

(Soft music flayed on piano outs'de .) 

Now while music’s softly 
Swelling in the air, 

Let us aU together 

Lift our hearts in prayer. 

{All clasp hands and look up ) 

Look on us, O, Father, 

Bless our little band, 

Arbor day forever, 

Oh, keep in our land. 

—Lizzie M. Hadley. 

Recitation for a primary child: 

Ubc Buttercup. 

“ I lay buried very deeply,” 

Said the buttercup ; 

14 N ith the brown earth all around me,— 

Snngiy covered up.” 


2 b 


ARBOR DAY PROGRAM. 


“ One day I was nicely sleeping," 

Buttercup went on; 

“ Suddenly the warm sun kissed me, 

Ice and snow were gone." 

“ I got up and looked around me, 

And began to gro w. 

For the sunshine seemed to tell me, 

‘ Grow and grow and grow.’ " 

“ And I grew and kept on growing. 

Till you now behold, 

At your feet a little flower, 

Yellow hs the gold. 

—Mary Gets /. 

Duet for girls voices. 


’Neath the Leafy Tree. 



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ARBOR DAY PROGRAM. 


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Reach g of compositions on “ Historic Trees of America,” 
Legen Is of Trees,” “ Forest Life,”” Poetry of Trees ” “ Lovers 
of Trees,” “Birds and Flowers,” “ Spring’s Heralds,” “Making 
Maple Sugar,” “ Favorite Flowers,” “ May-Day Pleasures,” 
! * Old-Fashioned Gardens.” 

Recization {to precede the tree-planting): 

Choosing tbe TTree. 

Come, happy children, with footsteps light, 

To the cool green w r oods away ! 

Let us choose a tree that is young and strong 
To plant c n Arbor day. 

Shall it be the beech with its folded leaves 
And its trunk so rough and brown ? 

Or the maple whose crimson blossoms burn 
While softly drifting down ? 

Here is the chestnut that turns to gold 
When the summer days are dead, 

And here the oak that then shall wear 
A robe of russet red. 

Here are the linden’s pointed buds, 

And the sweet gum’s spicy smell, 

And the graceful elm whose drooping boughs 
The bluebirds love so well. 

The silver birch, like a white clad ghost, 

'Mid the other trees is seen; 

And the wild plum drops her blossom snow. 

To open leaves of green. 

Which shall it be, oh, children dear? 

We may choose w'hate’er we will. 







































ARBOR DAY PROGRAM, 


3o 


For a hundred others as fair as these 
Are left in the forest still. 

But see that the roots are strong and firm, 

And the sap is running gay, 

And carefully bring it from the woods 
To plant on Arbor day. —Angelina IV. JV. ay. 

Song by the School. 

Nature’s Voices. 


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1. Nature’s voi-ces, hear them singing, “ Come, oh come!” 
2. Sings the brooklet in the meadow, “Come, oh come!” 






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ARBOR DAY PROGRAM. 


3 i 



3 . Whispers from the woods entreat us 

“ Come, oh come ! ” 

Warbling birds fly forth to meet us, 

“ Come, oh come ! ” 

Earth, and air, and sunlight falling 
Claim us as their children, calling, 

“ Welcome, welcome home ! " 

4. Breezes call us, swelling, dying, 

“ Come, oh come ! ” 

Down the distance sinking, sighing, 

“ Come, oh come ! ” 

Scatter on their wings our sorrow, 
From that tone new courage borrow, 
“Welcome, welcome home!’* 

5. Softly sings the placid river, 

“ Come, oh come ! ” 

From our cares it beckons ever, 

“ Come, oh come ! ” 

From life's selfish fret and fever 
Sweet the murmur of the river, 

“ Welcome, welcome home! ” 

6 . Balm and beauty without measure, 

“Come, oh come! ” 

Rest, and peace, and purest pleasure, 
“ Come, oh come ! ” 

Unto nature’s bosom clinging, 

Hear her voice so softly singing, 

“ Welcome, welcome home ! ” 


























3 * 


ARBOR DAY PROGRAM. 


Exercise after the planting: 

IRamlng tbe Uree. 

(Should Tennyson’s name be chosen in naming a tree extend the exer 
cises, if time permits, into a literary study of his life and works.) 

Teacher .—For what famous poet shall we name our tree ? 

Pufils..-’r Alfred Tennyson. 

Teacher .—Tell me in a few words about his life. 

Pupil .—Alfred Tennyson was born in Lincolnshire, Engla d 
on the 6th of August, 1809. He won a prize at Cambridge foi 
his poem of “ Timbuctoo,” but for nine years afterwards pub¬ 



lished nothing, though he continued to write and study. His long 
poems, “ In Memoriam” and “ I'he Idyls of the King,” made 
him famous and gained him the poet-laureateship of England. 
In 1892 Tennyson died, three years after writing the prophetic 
poem, “ Crossing the Bar.” 

Teacher .—How does Tennyson write about his longing fo 
spring ? 

Pupil.— 

Dip down upon the northern shore, 

O sweet new-year, delaying long; 

Thou doest expectant nature wrong; 

Delaying long, delay no more. 

What stays thee from the clouded noons 
Thy sweetness from its proper place ? 


ARBOR DAY PROGRAM. 


33 




Can trouble live with April days, 

Or sadness in the summer moons ? 

Bring orchis, bring the fox-glove spire, 

The little speedwell’s darling blue, 

Deep tulips dashed with fiery dew, 

Laburnums, dropping-wells of fire. 

Now fades the last long streak of snow; 

Now bourgeous every maze of quick 
About the flowering squares ; and thick 
By ashen roots the violets blow. 

Now rings the woodland loud and long, 

The distance takes a lovelier hue. 

And drowned in yonder living blue, 

The lark becomes a sightless song. 

— From “ In Mentor iam.” 

(Other quotations may be added.) 

Teacher .—We dedicate this tree to Tennyson to-day, and hope 
it will flourish like his works. 

Chorus to be sung after the tree is planted to the tune of “ Am- 

• _ M 

erica. 

How softly breezes blow, 

Gone now the ice and snow. 

Springtime has come. 

Swallows fly here and there, 

Bird music fills the air, 

And round the flowers fair 
Gay insects hum. 

O in this wakening time, 

Earth free from snow and rime, 

Has its new birth. 

And hear the trees all say, 

Dear friends, plant us, we pray, 

Plant us on Arbor day. 

In the brown earth. —Lizzie M. Hadley. 


34 


ARBOR DAY PROGRAM. 


Exercise for the school and visitors : 

Choosing a State jflowec anO Uree. 

(The quotations may be shortened or elaborated. The speakers stand 
upon a platform. Each wears a bouquet of flowers or a branch of the tree 
his lines describe. At the conclusion of the recitations pencils and slips 
’ of paper are handed around, and the results of the voting written upon 
the blackboard.) / 

First Pupil .—We are all going to vote for our favorite flower 
and tree. New York has already chosen, through the school 
children, the rose and the maple. The question is, What shall 
we take ? 

Second Pupil. —I would remind you of the fir and ash trees. 

Let lofty firs and ashes cool 
The lowly banks o’erspread, 

And view, deep bending in the pool, 

Their shadows’ watery bed. 

Third Pupil (a small child ).— 

I’d rather choose a daisy, 

The little children’s flower. 

Than any prouder beauty 
That decks my lady’s bower. 

— Glover (adapted). 

Fourth Pupil .— 

But shrubs there are 
That at the call of spring 

Burst forth in blossomed fragrance; lilacs robed 
In snow-white innocence or puple pride. — Thomson. 

Fifth Pupil (a boy). — 

A song to the old oak ! the brave old oak ! 

Who hath ruled in the greenwood long, 

Here’s health and renown to his broad green crown, 
And his fifty arms so strong. — Chorley . 

Sixth Pupil. —But when the bare and wintry winds we see, 
What, then, so cheerful as the holly tree ? 

— Southey. 


ARBOR DAY PROGRAM, 


35 


seventh pupil .— 

Behold the trees unnumbered rise, 

Beautiful in various dyes ; 

The gloomy pine, the poplar blue, 

The yellow beech, the somber yew, 

The slender fir that taper grows, 

The sturdy oak, with broad spread boughs. 

— Dyer. , 

Eighth pupil.—\ would speak for the autumn flower, the 
fringed gentian — 

Thou waitest late, and com'st alone, 

When woods are bare and birds have flown. 

And frosts and short- ning days portend 

The aged year is near his end. — Bryant. 

Ninth pupil {showing a dandelion - 

Dear common flower, that growest beside the way, 
Fringir.g the dusty road with harmless gold! 

. . thou art more dear to me 

Than all the prouder summer blooms may be. 

— Lowell . 

Tenth pupil. — My subtle charm is strangely given, 

My fancy w ill not let thee be ; 

Then poise not thus ’twfixt earth and heaven, 

O white anemone ! — Elaine Goodale. 

Eleventh pupil .— 

The blossoms and leaves in plenty 
From the apple trees fall each day; 

The merry breezes approach them, 

And with them merrily play.— Heine. 

Twelfth pupil ( showing arbutus'). —Hail the flower whose 
early bridal makes the festival of Spring ! —Elaine Goodale. 

Thirteenth —Remember the elm tree for its signifi¬ 

cance in the history of our country— one in Cambridge, benea’b 
whose branches Washington took command of the armvin r>75; 
another in Washington, facing the capitol, that was planted by 


ARBOR DAY PROGRAM. 


our first president; one in Philadelphia, under which Williair 
Penn made a treaty with the Indians. 

Fourteenth pupil .— 

Yes, sing the song of the orange tree, 

With its leaves of velvet green : 

With its luscious fruit of sunset hue, 

The fairest that ever was seen ; 

The grape may have its bacchanal verse, 

To praise the fig we are free ; 

But homage I pay to the queen of all, 

The glorious orange tree. — Hoyt\ 

Fifteenth pupil .— 

Oh ! the roses and lilies are fair to see, 

But the wild bluebell is the flower for me. 

— Meredith . 

Sixteenth pupil. —Lowell calls our attention to the pine for its 
Iterary value, as “ the mother of legends." 

Seventeenth pupil .— 

The buttercups, bright-eyed and bold. 

Hold up their chalices of gold 
To catch the sunshine and the dew. 

—Julia C. R. Dorr . 

Eighteenth pupil. —Contrast the poplar with the willow. The 
first lifts up its boughs and gives no shad;; nor shelter. The 
other, the higher it soars the lower its boughs droop. 

Nineteen, h pupil .— 

The lily of the vale, of flowers the queen. 

Puts on the robe she neither sew’d nor spun. 

— Bruce . 

7 wentieth pupil .— 

Here’s flowers for you. 

Hot lavender, mints, savory marjoram ; 

The marigold that goes to bed with th’ sun, 

And with him rises weeping. — Shakespeare . 


ARBOR DAY PROGRAM. 


37 


Twenty-first pup l .— 

The violet s charms I prize indeed, 

~£e§t fab. 

And smells so sweet. — Goethe . 

7 wenty-second pupil .— 

Fragrant o’er all the western groves 

The tall magnolia towers unshaded. — Brooks. 

Tiventy-thirdpupil {holding garland of roses ).— 

White with the whiteness of the snow, 

Pink with the faintest rosy glow, 

They blossom on their sprays. 

Twenty fourth pupil .— 


Maple tree ! Maple tree ! none can compare with thee I 
S pping tarth's nectar to sweetness impart. 

— Holbrook. 

Closing song by the school. 

(Let a few chosen voices sing with expression the first half of the fourth 
line, and the second half be repeated louder by the entire school.) 


Moderate Time. 


>l«copr' 


Farewell to the Grove. 


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ARBOR DAY PROGRAM. 


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Exercises. 


Arbor Day 

If possible, let one tree be planted each year by the scholars 
and, if possible, on the school grounds. In cities, this will be 
impossible, of course. Planting must be arranged in parks. In 
these cases, it is usual to have some prominent public man make 
an address. The children march and sing. But as there will be 
few compared with the vast number that may plant on their own 
grounds, the teacher will want exercises fitted for a “'tree plant¬ 
ing ” on his own premises. 

1. There will be exercises in the school building; then these 

being finished, ; 

2. There wifi be exercises at the spot selected for the planting; 

At a signal the school will rise, and march in this order: 

1. The speaker and teacher. 

2. The pupils who will plant the tree. 

3. Those who will perform any part. 

4. Those who will sing, etc. 

5. Guest 7 . 

6. The rest of the pupils. 

This part of the exercise should be practiced until it can be 
well done. 

(The tree should be at the spot, the opening made in the ground, 
the shovels and dirt in place.) 

There should be a platform decorated with evergreens antf 
flowers. On coming to order the speaker chosen will make &p 
address. This program will be followed: 

1. “ Why we plant this tree.” 

2. Song. 

3. A recitation in concert. 4/0 

4. Song. : > 

5. Dismission. 


40 


ARBOR DAY. 


i 


EXERCISE IN THE SCHOOL-ROOM. 


The teacher :— 

To-day is the “ Tree Planting Day.” We are going to 
plant something to-day that will live long after we are 
gone. A great many persons have thought about trees. 
I will ask you to tell us what you have found. 
ls£ pupil :— 

The fiist one to plant trees was the great Creator. He 
commanded the earth to bring forth “ the fruit tree 
yielding fruit after his kind.” And when the Creator 
•aw it he “ saw that it was good.” When he made the 
garden in Eden he caused to grow “ every tree that is 
pleasant to the sight.” This shows us that the Creator 
felt that trees were necessary to the happiness of man¬ 
kind. 


2 nd pupil :— 

Without doubt, better trees there might be than even 
the most noble and beautiful now. I suppose God has, 
in His thoughts, much better ones than he has ever 
planted on this globe. They are reserved for the glori 
oas land. Beneath them we may walk ! 




—H. W. Beecher. 

THE BEAUTY OF TREES. 


3rd pupil :— 

When we plant a tree we are doing what we can to 
make our planet a more wholesome and happier dwell¬ 
ing-place for those who are to come after us, if not for 
ourselves. As you drop the seed, as you plant the sap¬ 
ling, your left hand hardly knows wbat your right hand 
is doing. But Nature knows, and in due time the 
Power that sees and works in secret will reward you 
openly. "You have been warned against hiding your 
talent in a napkin ; but if your talent takes the form of 
a maple-key or an acorn, and your napkin is a shred of 
the apron that covers the lap of the earth, you may hide 


ARBOR DAY. 


41 


it there unblamed; and when you render in your 
account you will find that your deposit has been draw¬ 
ing compound interest all the time. 

—O. W. Holmes. 

4 th pupil :— 

If it is somethir g to make two blades of grass grow 
where only one was growing, it is much more to have 
been the occasion of planting an oak which shall defy 
twenty scores of winters, or an elm which shall 
canopy with its green cloud of foliage half as many gen¬ 
erations of mortal immortalities. I have written many 
verses, but the best poems I have produced are the trees 
I planted on the hillside which overlooks the broad 
meadows, scalloped and rounded at their edges by loops 
of the sinuous Housatonic. — O. W. Holmes. 

5 th pupil :— 

What are these maples and beeches and birches but 
odes and idyls and madrigals? What are those pines 
and firs and spruces but holy hymns, too solemn for the 
many-hued raiment of they gay deciduous neighbors? 

—O. W. Holmes. 

USEFULNESS OF TREES. 

6 th pupil :— 

“We may obtain some idea of the usefulness of trees 
when we learn that we obtain from forests of the 
United States over $700,000,000 worth of products every 
year. Among these products are lumber, timber, rail¬ 
road ties, telegraph poles, fuel, charcoal, fencing stuff, 
rosin, tar, turpentine, tan-bark, etc. In fact, no other 
crop equals that of the forest in money value.” 

7 th pupil :— 

“ Our supply of some of the best kinds of timber is being 
rapidly exhausted. Forest fires alone do damage each 
year to the extent of $300,000,000. These fires are 
caused in different ways—by the sparks from locomo- 


42 


ARBOR DAY. 


tives, the carelessness of farmers in clearing their land, 
and from camp-fires left by hunters. Such fires are the 
chief discouragement to timber culture. In addition to 
the loss by fire, there are droughts, floods, changes of 
climate, etc., and from all of these our forests suffers." 

8 th pupil 

“Many parts of the old world, which were once fertile 
and thickly peopled, have become so impoverished/ 
through the destruction of forests that they are barren 
and uninhabited. Large regions in south-western 
France, which were once marshy and sandy, are now 
giving a living to dense populations, because trees were 
planted and cultivated.” 

Teacher. 

“ We are going to plant a tree to-day, and I want you 
to tell me which is your favorite tree, and if possible 
quote something about it.” 

1st pupil, (boy). 

“ I choose the apple tree. It is a good tree for shade, 
for its branches spread so far, and then it is useful as 
well as ornamental. I don’t know what we should do 
without apples, and I think we ought to plant as many 
4 pple trees as we can. It was a favorite tree with 
Bryant, the poet. He says ; 

“ 4 What plant we in this apple-tree ? 

Sweets for a hundred flowering springs 
To load the May-wind’s restless wings, 

When from the orchard’s row, he pours 
Its fragrance through the open doors : 

A world of blossoms for the bee, 

Flowers for the sick girl’s silent room. 

For the glad infant sprigs of bloom. 

We plant with the apple-tree.’ ” 


ARBOR DAY. 


43 


2nd pupil , (.girl). 

“ Apples are very nice, of course, but I love the blos¬ 
soms better. I found a quotation from Henry Ward 
Beecher, and although it is not poetry, I think it very 
appropriate: 

“ ‘ But we must not neglect the blossoms of fruit 
trees. What a great heart an apple-tree must have 1 
What generous work it makes of blossoming ! It is not 
content with a single bloom for each apple that is to be ; 
but a profusion, a prodigality of blossoms, there must 
be. The tree is but a huge bouquet; it gives you twenty 
times as much as there is need for, and evidently 
because it loves to blossom.’” 

r 

2d pupil, (boy). 

“ I love the pine. It stands up so straight and tall, 
that it looks like a king among trees. I have two 
verses to the pine by James Russell Lowell: 

“ ‘Thou alone know’st the splendor of winter, 

’Mid thy snow-silvered, hushed precipices, 
Hearing crags of green ice groan and splinter, 

And then plunge down the muffled abysses. 

In the quiet of midnight. 

? * Thou above knovv’st the glorv of summer, 

Gazing down on thy broad seas of forest; 

On thy subjects that send a proud murmur 
Up to thee, to their sachem, who towerest 
From thy bleak throne to heaven.’ ” 

4 th pupil , (boy). 

“ I think the hemlock quite as handsome as tbe pine. 
It is green in winter as well as summer. Longfellow 
has written some very pretty lines about it: 

“ ‘ O hemlock tree ! O hemlock tree ! how faithfr 1 are 
thy branches; 

Green not alone in summer time. 


44 


APBOR DAY. 


But in the winter’s frost and rime t 
O hemlock tree ! O hemlock tree 1 how faithful are 
thy branches l ’ ” 

k 

5th pupil , (girl). 

“ I love the aspen. I can’t help pitying the poor tree, 
for it trembles, trembles, all the time, as if it had been 
frightened. I have some lines about the aspen. They 
were written by John Leyden: 

“ ‘ Beneath a shivering canopy reclined 

Of aspen leaves that wave without a wind, 

I love to lie when lulling breezes stir 
The spiry cones that tremble on the fir.’ ” 

6th pupil , (boy). 

“ Nobody seems to think of the oak, which I call the 
grandest of trees. Only think how large it grows and 
how long it lives ! A little while ago, somebody called 
the pine the king of trees; but I think you will agree 
with me that the name belongs to the oak. I found a 
great deal of poetry about the oak, but I like these lines 
by H. F. Chorley best of all: 

“ ‘ A sorg to the oak, the brave old oak, 

Who hath ruled in the greenwood long ; 

Here’s health and renown to his broad, green crown, 
And his fifty arms so strong. 

There’s fear in his frown when the sun goes down, 
And the fire in the West fades out; 

And he showeth his might on a wild mid-night, 

When the storms through his branches shout.’ ” 

7th pupil , (boy). 

“ I say let us plant a hickory tree. We may never eat 
the nuts ourselves, but perhaps our grand-children will 
have fun going nutting in the autumn. I am glad some¬ 
body had the good sense to plant hickory trees for us, 
and I guess the squirrels are glad too : 


ARBOR DAY. 


45 


** ' When the autumn comes its round 
Rich, sweet walnuts will be found, 

Covering thickly all the ground 
Where my boughs are spread. 

Ask the boys that visit me. 

Full of happiness and glee, 

If they’d mourn the hickory tree 
Were it felled and dead.’ ” 

8thpupil, (girl). 

“ I love the lilac tree, its blossoms are so sweet in the 
spring ! Don’t you remember what pretty bouquets we 
made of lilacs last year. We set the vases in the 
windows, and the bees came and helped themselves to 
honey. I think we ought to remember the bees as well 
as the squirrels. Mrs. Stebbins has written some lines 
about the lilac: 

“ ‘ I am thinking of the lilac-trees, 

That shook their purple plumes, 

And when the sash was open, 

Shed fragrance through the rooms.'” 

9 th pupil, (boy). 

“ The willow is my favorite tree. Perhaps I like it so 
well because it shows signs of life so early in the spring. 

“ The willow is almost the earliest to gladden us with 
the promise and reality of beauty in its graceful and 
delicate foliage, and the last to scatter its yellow, yet 
scarcely withered, leaves upon the ground. All through 
the winter, too, its yellow twigs give it a seeming aspect, 
which is not without a cheering influence, even in the 
grayest and gloomiest day. Beneath a clouded sky it 
faithfully remembers the sunshine.” 

10 th pupil, (girl). 

“ I think the ash is a beautiful tree. I can’t make a 
speech about it, but I can tell you what Mi. Lowell says: 


46 


ARBOR DAY. 


44 4 The ash her purple drops forgivingly, 

And sadly, breaking not the general hush; 

The maple swamps glow like a sunset sea. 

Each leaf a ripple with its separate flash ; 

All round the woods’ edge creeps the skirting blaze 
Of bushes low, as, when on cloudy days, 

Ere the rain falls,the cautious farmer burns his brush.* * 

1 1th pupil , (boy). 

44 No one has cast a vote for the maple. I think it the 
most beautiful of ail trees, and perhaps when you have 
heard my quotation, you will agree with me : 

44 4 Green is its canopy in June, 

In the branches birds are all in tune; 

In the fall a cloak of red 
Wraps it up to its tall head. 

Take the birds with their songs so sweet, 

Take the grass and the rustic seat; 

Take them all, but leave to me, 

This one sun-kissed maple tree.’ ” 

12th pupil, (girl). 

44 1 choose the holly. It is not so pretty in summer as 
many other trees, but in winter, when everything else is 
dull and bare, then we appreciate the holly tree. Southey 
says about this tree : 

* 4 4 When the summer trees are seen 
So bright and green, 

The holly leaves a sober hue display 
Less bright than they ; 

But when the Dare and wintry woods we see 
What, then, so cheerful as the holly tree ! 

So would I seem amid the young and gay. 

More grave than they ! 

That in my age as cheerful I might b© 

A« the green winter of the hollv tree*’” 


ARBOR DAY. 


47 


13th pupil, (boy). 

‘‘ I am surprised that no one has mentioned the elm. 
I am sure that it is the most beautiful and graceful of all 
trees, and I am strongly in favor of planting an elm 
to-day. Tennyson says of this tree : 

“ ‘ In crystal vapor everywhere 

Blue eyes of heaven laughed between, 

And, far in forest-deeps unseen, 

The top-most elm-tree gathered green 
From draughts of balmy air.’ ” 

14 th pupil , (boy). 

“ I think that the elm is a favorite tree with all, and 
that it has only been over-looked, not ignored. The elm 
tree has a history. Have you forgotten the ‘Washing¬ 
ton Elm,’ at Cambridge? Washington stood under this 
tree when he took command of the Continental army. 
Besides this, there is the ‘ Burgoyne Elm ’ at Albany, 
N. Y., planted on the day when the British general was 
brought a prisoner into the city. Fellow-students, the 
elm tree has a good claim to be considered.” 

15£A pupil, (girl). 

“ I remember another famous elm, the ‘ Old Liberty 
Elm,' in Boston, planted before the Revolutionary war, 
and dedicated to liberty. I, too, am in favor of this 
beautiful, stately tree. I think these words of Long¬ 
fellow are appropriate here: 

“ ‘ Great elms o’er head 
Dark shadows move on their aerial looms, 

Shot through with golden threads.’ ” 

Teacher: 

“ I am sure we all have been much interested in this 
discussion. I confess that I am partial to the elm, and 
It seems to be the choice of a number of the pupils. 


48 


ARBOR DAY. 


Perhaps this may be because a committee chosen from 
you has decided to plant an elm to-day. "We will now 
proceed to plant our tree. I hope it will grow tall and 
straight and beautiful. And although it may never 
have a history like some of the elms just mentioned, I 
hope it will do some good in the world.” 

Address at Planting. 

, WHY WE PLANT THIS TREE. 

We plant a tree to-day. We place its roots in the 
ground and gather the soft earth about them, and then 
leave it to the nurture of the sun and the rain. But it 
is a thing of life ; it sets out to grow. And if in ten 
years we look for our tree, we shall find that it has 
increased in height, and gives evidence of an increased 
strength. New branches will have been put forth, 
innumerable leaves will have been unfolded in the sun 
and have fallen to the earth to enrich the soil. This 
tree, if untouched by the woodman’s axe, will be found 
here a hundred years from now; it is possible that it 
may last a thousand years. There are trees in Palestine 
that are undoubtedly two thousand years old. 

We are therefore, dealing with a thing of life. We 
are following the example of the Creator, who caused 
the earth to bring forth trees long before man was 
placed on the earth. We are following in the footsteps 
of every one who is a lover of nature. No sooner does 
man erect him a home than he plants trees around it. 
It is a noble instinct that impels him to place such an 
object of beauty about his home. 

We plant and we leave the tree, but behold the 
miracle. It grows night and day. The rain falls on it, 
and its leaves drmk in the moisture. The sun shines on 
it, and a new life thrills in its branches. Night and day 
«ve may trust the sure processes of nature. She remem- 


i 


ARBOR DAY. 


49 


bers her flowers and her trees. When winter approaches 
she teaches them to drop their leaves and battle with 
the cold and the snow, and wait for the return of the 
spring. 

“ I marked the forest; November’s blast 
Was strewing the leaves around. 

But I knew when spring should come at last 
New leaves would again be found.” 

We plant the tree, and we go our ways. We may see 
it for a time, but we pass away. Others will pause 
beneath its branches. It will bring pleasure to all 
whose eyes rest upon it. We shall be thus conferring 
good upon others by our act of to-day. This is one of 
the noblest motives that can actuate a human being. 
We may not be able to pluck a single leaf from it, but 
others will. Year after year those who are strangers to 
us will derive satisfaction from beholding it. Let that 
be a constant motive before us—to do good as we have 
opportunity for those we never shall know or see in this 
life! 

We have planted to-day a form that will perpetuate 
itself. In that tree there exists a power to cause trees 
like itself to exist as long as the world lasts. Flowers 
will be found on its branches ; these flowers will expand 
to fruit; in the fruit there will be a seed, and from the 
seed will spring up another tree. Thus the solemn 
processes of nature will go on. 

This tree has lessons for us to learn. It will be rudely 
shaken by the blasts of winter. It will only strike its 
roots still deeper, and anchor itself more firmly, so as to 
defy the storms. We go forth into a world where 
shocks are certain to come. We must learn from this 
tree to withstand the assaults that may come, and to let 
the birds sing overhead when the morning dawns. 


50 


ARBOR DAY. 


ARBOR DAY EXERCISE.—11. 

Program. 

Part I.—Exercises in the School-Room. 

L Song. 

2. Recitation. 

3. Song. 

4. Address. 

6. Reasons why trees should be planted. 

6. Song. 

7 . Declamation. 

8. The Plea of the Trees—a medley. 

Part II —Exercises at the Tree-Plantwo* 

L Arbor day song. 

2. Planting of the tree. 

3. Recitation. 

4. Dismission. 

Part I.—Exercises in the School-Room. 

Song: “ Spring.” 

Is/ boy: 

“ For lo! the winter is past, the rain is over and gone, 
the flowers appear on the earth, the time of the singing 
birds is come, and the voice of the turtle is heard in the 
land.” 

Is/ girl: 

“ Thou pulse of joy, whose throb beats time 
For daisied field, for blossoming spray I 
To dance of leaf and song-bird’s chime, 

Set all the prose of life to rhyme. 

Ring in the May I ” 

2nd boy: 

“ Like the glad dawn ushering in the winged hours of 
day, the jocund spring heralds the successive changes of 
the seasons.” 

2nd girl: 

* These, as they change, Almighty Father, these 
Are but the varied God ; the rolling year 





ARBOR DAY. 


51 


Is full of thee. Forth in the pleasing spring 

Thy beauty walks, Thy tenderness and love. 

Wide flush the fields ; the softening air is balm } 

Echo the mountains round ; the forest smiles ; 

And every sense, and every heart is joy.” 

3rd boy : 

“ Winter is well-nigh past and gone, driven away by 
the advent of the still young spring.” 

3rd girl: 

“ Dull winter hastens to be gone, 

He’s disappearing fast; 

The sunny hours are ooming on, 

The stormy time is past. 

The ice no longer binds the rill, 

Nor snows their mantle fling ; 

For every bleak and barren hill 
Has kissed the breeze of spring.” 

(Little girl comes skipping in. She has flowers in ht/r 
hands and a wreath on her head. Repeats :) 

“ I come, I come, ye have called me long, 

I come o’er the mountains with light and song ! 

Ye may trace my steps o’er the wakening earth, 

By the winds that tell of the violets’ birth, 

By the primrose-stars in the shadowy grass, 

By the green leaves opening as I pass.” 

(Another little girl enters.) 

2nd girl: 

•* God might have made the earth bring forth 
Enough for oreat and small, 

The oak-tree nr d the cedar-tree 
Without a flower at all. 

We might have had enough, enough 
For every want of ours, 

For luxury, and medicine, and toil* 

And yet have had no flowers.” 


52 


ARBOR DAY. 


4 tk girl: 

“ I am coming, I am coming I 
Hark I the little bee is humming i 
See ! the lark is soaring high 
In the blue and sunny sky ; 

And the gnats are on the wing, 

Wheeling round in airy ring. 

Look around thee, look around t 
Flowers in all the fields abound; 

Every running stream is bright, 

All the orchard trees are white. 

And each small and waving shoot 
Promises a weet flowers and fruit.* 

Ut boy: 

Weil, you girls may have the flowers, but give me iiie 
trees t 

“ Hurrah ! for the beautiful trees. 

Hurrah ! for the forest grand, 

The pride of his centuries, 

The garden of God’s own hand.” 

2nd boy: 

“ Hail to the trees! 

Patient and generous mothers of mankind, 

Arching the hills, the minstrels of the mind, 

Spring’s glorious flowers, and summer’s balmy tents, 

A sharer in man’s free and happier sense.” 

3rd boy: 

“You will find something far greater in the woods 
than you will find in books. Stones and trees will teach 
you that which you will never learn from masters.” 
Teacher: 

“ Children, thank God for these great trees 
That fan the land with every breeze, 

Whose drooping branches form cool bowers 
Where you can spend the summer hours,— 

For these thank God. 


ARBOR DAY. 


53 


Fcr fragrant sweets of blossoms bright, 

Whose beauty gives you such delight; 

For the soft gr°,ss beneath your feet, 

For now mown hay and clover sweet,— 

For all thank God.” 

Song : “ Scatter the Germs of the Beautiful.” 

Address, by x pupil: 

It is becoming customary in most of our schools to set 
apart a day for planting trees. The idea was talked of a 
number of years ago, but it did not take tangible form 
until 1874, when the governor of Nebraska issued a 
proclamation setting apart a day to be known as Arbor 
Day. The good work thus inaugurated has not only 
produced direct results in securing thousands of growing 
trees on the hitherto treeless prairies of Nebraska, but 
the example has been followed by many other states, 
until Arbor Day promises to become as generally 
observed as Thanksgiving. New York is one of the lat¬ 
est states to adopt the idea. The legislature of 1888 
enacted a law setting apart the Friday following the first 
day of May in each year as Arbor Day, and making it 
the duty of the authorities of every school in the state 
“ to assemble the scholars in their charge on that day 
in the school building, or elsewhere, as they may deem 
proper and to provide for and conduct, under the gen. 
eral supervision of the city superintendent or the school 
commissioner, or other chief officers having the geiieral 
oversight of the public schools in each city oi? district, 
such exercises as shall tend to encourage the planting, 
protection , and preservation of trees and shrubs, and an 
acquaintance with the best methods to be aiopted to 
accomplish such results. 

The work thus begun will grow through the coming 
years. It will lead to intelligent study of tree~pJ anting 
and forestry. It will clothe the treeless plai ^ of the 


5 * 


ARBOR DAY. 


West with timber for ornament, protection from winds., 
and economical value, and help to arrest, before it is too 
late, the wasteful destruction of our forests. 

SOME REASONS WHY TREES SHOULD BE PLANTED. 
Teacher : 

Can you give some reasons why we should plant trees ? 
lsf pupil: 

Trees should be planted for ornamentation. No mat¬ 
ter how much we are crowded with the cares of life, we 
cannot afford to ignore the beautiful. “ Life without 
beauty is a dead and unwholesome thing,” and surely 
“trees are fit to minister to man’s manly sense of 
beauty.” The farmer knows that his farm will sell 
more readily if planted with beautiful trees, and it is 
worth more to him because of the trees that his own 
hands have planted and nourished. 

2nd pupil: 

We should plant trees as a matter of economy. What 
is to be done with the waste lands on our farms that are 
too wet and marshy to be of any use. If these low 
place? are planted with the willow, elm, or larch, it will 
not only make the swamp into a field of beauty, but it 
will be a profit to the owner. Why should there be 
these useless acres when with a little labor they might 
be reclaimed and covered with waving grain ? 

3rd pupil: 

We should plant trees in the cause of health. It is 
well known that growing trees absorb large quantities 
of gases from the earth and air. While these gases are 
dangerous to us, they are the very life of the trees, and 
are absorbed by them in large quantities. On the other 
hand, the trees give off gases that are useless to them, 
but are necessary to our existence. Thus the animal 
life and; the vegetable life are mutually dependent upon 


/ 


I 


ARBOR DAY. 


55 


each otner. What a wonderful arrangement of nature 
this is I So, we repeat, if you value health, plant trees 
ith pvpil: 

There is another reason why we should plant trees— 
on account of the modification of temperature. Scien¬ 
tists say that trees have the power of absorbing and stor¬ 
ing up latent heat, and giving it out in time of extreme 
cold. Besides this, trees are said to have the powder of < 
absorbing moisture, and giving it out through its leaves 
and branches in times of extreme drought. See how 
the extremes of temperature may be lessened by the 
agency of trees ? One thing is certain, a treeless region 
can never be fertile and fruitful. 

5 th pupil: 

Trees increase the amount of rainfall. Again, their 
roots check the force of torrents, they make the ground 
porous, and drink the rain in, to be given out again 
when needed. Forests, by means of their foliage, throw 
great quantities of moisture into the air, and this being 
condensed at night falls in the form of dew. Is this not 
a good reason for planting trees ? 

6th pupil: 

We should plant trees for the sake of the birds. If 
there are no troes there will be no birds, for the trees are 
their homes. Who can afford to be without their sweet 
songs? Don't they pay their way by the concerts they 
give us e^erv morning ? Besides this, birds are of much 
value to the farmer because they devour millions of 
nsects that feed upon his crops and fruit trees. The 
wise man will plant trees, and so encourage the birds in 
their friendly efforts for our good. 

Song : “ Nature’s Teachings.’ 1 

DECLAMATION. 

When the white man first came to this country he 


5« 


ARBOR DAY. 


found it covered with trees. The red man believed it 
would offend the Great Spirit to change anything that 
He had created, but the white man had no such scru¬ 
ples. He cut down the trees, used what he needed of 
them to furnish and build his cabin, to cook his food 
and warm him, and burned what was in his way. His 
children and grand-children, and every generation since 
have used timber and wood in a lavish manner, and 
made no provision for planting. Now we are beginning 
to feel the effects of this wastefulness. We are visited 
by terrible floods every year, because there is no tree- 
covered soil to hold back the moisture. The water 
rushes down the hillsides, swells the creeks, and floods 
the country. Then in summer we have no beautiful 
brooks as we once had. The water has all run off, the 
earth becomes parched, and our wells become dry. At 
last we find that trees are a necessity, the people begin 
to cry, “We must have trees.” We have therefore met 
to-day to plant a tree. We may not live to sit beneath 
the shade of this tree, but it will cast its shade on some 
one. It is a beautiful thing to plant a tree. When the 
Creator planned for man’s happiness in the Garden of 
Eden, He planted trees. So we to-day plant a tree to 
make man happier and the world more beautiful. 

THE PLEA OF THE TREES. 


A Medley. 

The Woodman: 

“ And now in the forest the woodman doth stand, 

His eye marks the victims to fall by his hand;” 

And all the trees shiver and tremble for fear. 

Hark ! they plead for their lives f will the woodcutter 
hear ? — Adapted . 



ARBOR DAY. 


17 


The Oak: 

I am a monarch, the king of the trees, 

Calmly 1 rise, and spread by slow degrees ; 

Three centuries I grow ; and three I stay 
Supreme in state ; and in three more decay. 

—Dryden. 

Maple: 

O come this way 
On a hot July day. 

If my worth you would know ; 

For wide and deep 
Is the shade I keep, 

Where cooling breezes blow. 

—E. L. B. 

The Hemlock: 

I shake the snow on the ground below, 

Where the flowers safely sleep ; 

And all right long, though winds blow strong, 

A careful watch I keep. 

—E. L. B. 

Elm : 

Each morning when thy waking eyes first see, 

Through the wreathed lattice, golden day appear, 

Here sits the robin, on this old elm tree, 

And with such stirring music fills thy ear, 

Thou mightest forget that life had pain or fear*, 

And feel again as thou wast wont to do 

When hope was young, and joy and life itself were new. 

—Adapted from Anna Maria Wells. 

Hickory: 

When the autumn comes its round, 

Rich, sweet walnuts will be found 
Covering thickly all the ground 
Where my boughs are spread. 

Ask the boys that visit me, 


58 


ARBOR O \Y. 


Full of happiness and glee, 

If they’d mourn the hickory tree 
Were it felled and dead. 

The Palm: 


—E. L. B. 


The loveliest 

Amid a thousand strange and lovely shapes 
We stand serene, and with our nuts supply 
Beverage and food ; we edge the shore and crown 
The far-off highland summits ; our straight stems 
Bare, without leaf or bough, erect and smooth, 
Our tresses crowning like a crested helm 
The plumage of the grove. 


— Adapted . 

The Beech : 

Oh, leave this barren spot to me ! 

Spare, woodman, spare the beechen tree ! 

Thrice twenty summers I have seen 
The sky grow bright, the forest green ; 

And many a wintry wind have stood 
In bloomless, fruitless solitude, 

Since childhood in my pleasant bower 
First spent its sweet and sportive hour. 

And on my trunk’s surviving frame 
Carved many a long-forgotten name. 


******* 

As love’s own altar honor me; 

Spare, woodman, spare the beechen tree ! 

—Campbell 

The, Willow: 

Listen ! in my breezy moan 
You can hear an undertone ; 

Through my leaves come whispering low 
Faint, sweet sounds of long ago. 


Many a mournful tale of old 
Heart-sick man to me has told ; 


ARBOR DAY. 


59 


Gathering from my golden bough 
Leaves to cool his burning brow. 

—Adapted from Mrs. Heamans. 

EXERCISES AT THE TREE PLANTING. 

Arbor Day Song.—B y Alice S. Webber. 

Tune:—“J ohn Brown’s Body.’’ 

(The children join hands forming a circle ? i ound tbe tree, and 

move around it, while singing the chorus of each verse.) 

We’ve left our books and tasks to-day to plant our 
favorite tree, 

We’ve searched the forests through and through the 
finest one to see. 

Now we’ll plant it carefully and sing in merry glee, 

As we march round and round. 

Chorus. —Arbor, arbor day has come, 

Arbor, arbor day has come, 

Arbor, arbor day has come, 

So we’ll march round and round. 

We’ll plant it where we all can see our slender favorite 
grow, 

We'll study every day that all its habits we may know, 

And whene'er we see c ur tree our cheeks with pride will 
glow. 

So we’ll march round and round. 

Chorus, etc. 

When weary people feel its shade they’ll thank us o’er 
and o’er, 

And birds will build their nests in it, and sing their 
thanks the more ; 

And so this planting has for us some happier days in 
store, 


6o 


ARBOR DAY. 


So we’ll march round and round. 

Chorus , etc. 

(After the singing the pupils gather around the tree, which has 
been placed in the hole prepared for it, and the teacher asks: 

How shall we plant this tree ? They reply : 

“ Cleave the tough greensward with a spade ; 

Wide let its hollow bed be made ; 

There gently lay the roots, and there 
Sift the dark mould with kindly care, 

And press it o’er them tenderly. 

As round the sleeping infant’s feet, 

We softly fold the cradle sheet, 

So plant we the apple tree.” 

(Instead of apple use maple, or any tree that has been selected. 
The tree should now be planted, the entire school marching 
around it, and each pupil throwing in a shovelful of earth. 

Teacher: —As we plant this tree what are we doing 
for the good of mankind ? 

1st pupil :— 

“ He who plants a tree, 

Plants a hope, 

Rootlets up through fibres blindly grope ' 

Leaves unfold into horizons free. 

So man’s life must climb 
From the clods of time 
Unto heavens sublime. 

Canst thou prophesy, thou little tree, 

What the glory of thy boughs shall be ? ” 

2nd pupil: — 

“ He who plants a tree, 

Plants a joy ; 

Plants a comfort that will ne\ er cloy ; 

Every day a fresh reality, 


ARBOR DAY. 


61 


Beautiful and strong, 

To whose shelter throng 
Creatures blithe with song. 

If thou couldst but know, thou happy tree, 
Of the bliss that shall inhabit thee ! ” 

3rd pupil :— 

“ He who plants a tree. 

He plants peace; 

Under its green curtain, jargons cease. 
Leaf and zephyr murmur soothingly ; 
Shadows soft with sleep 
Down tired eyelids creep, 

Balm of slumber deep ; 

Never hast thou dreamed, thou blessed tree- 
Of the benediction thou shalt be.” 

4 th pupil :— 

“ He who plants a tree, 

He plants youth ; 

Vigor won for centuries, in sooth ; 

Life of time that hints eternity ! 

Boughs their strength uprear; 
New shoots, every year, 

On old growth appear. 

Thou shalt teach the ages, sturdy tree, 
Youth of soul is immortality.” 

5 th pupil :— 

“ He who plants a tree, 

He plants love ; 

Tents of coolness spreading out aborf 
Wayfarers he may not live to see. 

Gifts that grow are best: 

Hands that bless are blest; 

Plant 1 Life does the rest I 


62 


ARBOR DAY. 


Heaven and earth help him who plants a tres,. 

And his work its own reward shall be I ” 

(To be recited in concert.) 

“ Oh, happy trees which we plant to-day, 

Whut great good fortunes wait you l 

For you will grow in sun and snow, 

Till fruit and flowers freight you. 

Your winter covering of snow 
Will dazzle with its splendor; 

Your summer’s garb, with richest glow, 

Will feast of beauty render. 

In your cool shade will tired feet 
Pause, weary, when ’tis summer; 

And rest like this will be most sweet 
To every tired comer. 

So do your work, oh, graceful trees ! 

You have a share in giving ; 

If you shall bless mankind like these, 

Your life will be worth living.” 

TREE SONG. 

By W. D. 

Tune : “ Auld Lang Syne.” 

The pupils will quietly arrange themselves in a circle about the 
tree, the guests being within the bounds, and begin to march 
around to the chorus, “ The lovely trees, the trees.” They will, 
after getting well started, begin on the first verse, and point to the 
tree, and wave flags, and throw bouquets. 

The birds upon the branches high 
Will sweetly, gaily sing; 

We plant for them a home this day 
To rest the weary wing. 

Chorus: The lovely trees, the trees. 

The sheltering trees; 



ARBOR DAY 


63 


We’ll plant them here year after year. 
The useful trees. 

The sun will smile upon the leaves. 
When morning light appears; 

The winds will whisper, soft and low. 
Through many coming years. 

The traveler here may stop to rest, 

At noontide’s sultry hour, 

And feel his weary soul refreshed 
Beneath this leafy bower. 

THE PRIMEVAL FOREST. 


(To be recited in concert.) 

This is the forest primeval; the murmuring pines and the hem¬ 
locks, 

Bearded with moss, and in garments green, indistinct in the twi¬ 
light. 

Stand like Druids of old, with voices sad an 1 prophetic, 

Stand like harpers hoar, with beards that rest on their bosoms ; 

And from its rocky caverns, the deep-voiced neighboring ocean 

Speaks, and in accents disconsolate, answers the wail of the 
forest. —Longfellow. 

GOD’S FIRST TEMPLES. 


(To be recited in concert.) 

The groves were God’s first temples. Ere man learned 
To hew the shaft, and lay the architrave. 

And spread the roof above them—ere he framed 
The lofty vault, to gather and roll back 
The sound of anthems, in the darkling wood. 

Amidst the cool and silence he knelt down. 

And offered to the Mightiest solemn thanks 

And supplication. —Bryant. 

O, RICH AND RARE. 

1. O rich and rare is the yellow gold, 

And bright is the diamond shining; 




64 


ARBOR DAY 


But costlier far than all these are 
The gems of our mental mining. 

Chorus: 

Join then with us in cheerful songs, 

To school we come with pleasure : 

We day by day will earnest be, 

And dig for mental treasure. 

2. Better than gold is the mem’ry stored. 
With knowledge from all sources; 

It brings us joy without alloy, 

And fits for future courses. 

(Some teachers may prefer to use these verses.' 

THE VOICE OF THE TREES. 


[To be recited in concert.] 

Winter winds, and ice and storm, 

Have pinched and cramped my naked form; 
But spring is coming soon, I know ; 

The warm south wind begins to blow; 
To-day I heard a robin sing. 

Spring is coming; she will bring 
Sunny beams to warm my feet. 

Then my round pink buds I’ll don, 

Put my pearly bracelets on, 

Dress myself in robes of green. 

In honor of the season’s queen. 

UNDER THE TREES. 


[To be recited in concert.] 

Summer or winter, day or night, 

The woods are an ever-new delight; 

They give us peace, and they make us strong. 

Such wonderful balms to them belong ; 

So, living or dying, I’ll take mine ease. 

Under the trees, under the trees. 

—R. H. Stoddard. 

Tfoe y ords and music of these songs wil' be found in “ Song 
Treasures,” published by E. L. Kellogg & Co., New York City. 
Price, 15 cents. 




PART III. 


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Starting, starting from the earth, 

See the pretty flowers 

Waken from their winter’s sleep 
By the spring-time showers. 

Now we know that May hath come, 
O’er the meadows dancing, 

Robin lifts his sweetest song, 
Sunbeams round him dancing. 

Bluebird’s knocking at the door, j 
Swallows hither coming, 

And, o’er all the sunny mead, 
Spring-time bees are humming. 

Golden sunshine, silver rain, 

Each its work is doing. 

Birds and bees and blossoms fair 
Now the world renewing. 


65 


























66 


MAY-DAY. 


O thou merry month o’ May ! 

We have come to meet you ; 
Little lads and lassies gay, 
Happily we greet you. 


A Carpet of Green. 

By Lettie E. Sterling. 

(Sing this to the air of “ A Spanish Cavalier.”) 

1. A carpet of green on meadows is seen, 

And through many dooryards it reaches. 

It runs over hills, it borders the rills. 

A sermon of beauty it preaches. 

Chorus : 

There's a sweet growing grass wherever we pass, 
The shadows upon it a-playing. 

It came when the spring her freshness did bring 
We’re glad that it long will be staying. 

2 . The girl and the boy gay sport may enjoy 
Upon this soft carpet around them. 

They roll and they run, they laugh at the fun, 

A portion of elf-land hath found them. 

3 . ’Mid grasses, know the wild flowers grow. 

And near them some secrets are hidden. 

Each blade is a book if rightly we look ; 

To read through the pages we’re bidden. 


’Tis Spring. 

(Intermediate-grade recitation.) 

’Tis spring ! ’Tis spring ! I tell by the dew, 
And the bursting buds just come in view ; 
The well-armed branch of the prickly thorn, 
The tender blades of the rising corn. 

When wild herbs clad in their richest green 
On the banks of the winding streams are seen 




A CALL TO THE FLOWERS. 


67 


The insect tribe, and each living thing, 

All, all combine to proclaim the spring. 

’Tis spring ! ’tis spring ! I tell by the skies 
When the early sun begins to rise, 

And makes his way through the morning dew, 
And gives to the clouds a golden hue. 

The fragrant scent of the gentle breeze, 
Obtained from a hundred different trees, 

The insect tribe and each living thing, 

AH, all combine to proclaim the spring. 


—Samuel Nichols\ 



(For a primary child to recite.) 


April’s gone, the king of showers ; 

May is come, the queen of flowers ; 

Give me something, children dear, 

For a blessing on the year. 

For my garland give, I pray, 

Words and smiles of cheerful May, 

Birds of spring, to you we come, 

Let us pick a little crumb. ■—John Keble . 


A Call to the Flowers. 


By Anna H. Branch. 

(This should be spoken as if really urging the flowers to make their appearance.) 

Awake, ye tender flowers of spring, 

Hark to the calls the breezes blow ; 

The winter snows have disappeared, 

This morn the broad blue sky has cleared, 

And all the winds are singing low, 

“ Awake, awake, ye flowers of spring.” 

Sweet crocuses, why are ye late? 

Say, know ye not that spring is here? 

We’ve seen her in the woods to-day, 

We listened, and we heard her sa 




68 


MAY-DAY. 


With sobs—she thought no one was near— 
u Why are my crocuses so late ? ” 

Come violets, all in purple, come. 

The robin’s still, the bluebirds wait, 

And you are shy, that you should stay, 

While coaxing words the zephyrs say, 

And Morn leans o’er her golden gate 
And asks, “ Have yet the violets come ?** 

Pray, daffodils, why linger so ? 

You ne’er were late before, you know ; 
Have you found wings, with which to fly, 

And blossom in the western sky ? 

Then hasten, hasten down, for oh, 

We wonder why you linger so. 


To the Cuckoo. 

(A boy should be selected to give this recitation who can sp««k as if he were re* 
lating a personal experience.) 

O blithe new-comer ! I have heard, 

I hear thee and rejoice. 

O cuckoo ! shall I call thee bird, 

Or but a wandering voice ? 

While I am lying on the grass 
Thy twofold shout I hear, 

From hill to hill it seems to pass, 

At once far off and near. 

Though babbling only to the vale 
Of sunshine and of flowers, 

Thou bringest unto me a tale 
Of visionary hours. 

Thrice welcome, darling of the Spring, 

Even yet thou art to me 

No bird, but an invisible thing; 

A voice, a mystery. 



TO THE ARBUTUS. 


69 


The same whom in my school-boy days 
I listened to ; that cry 
Which made me look a thousand ways 
In bush, and tree and sky. 

To seek thee did I often rove 

Through woods and on the green ; 

And thou wert still a hope, a love ; 

Still longed for, never seer.. 

And I can listen to thee yet; 

Can lie upon the plain 
And listen, till I do beget 
That golden time again. 

O blessed bird ! the earth we pace 
Again appears to be 
An unsubstantial, faery place ; 

That is fit home for thee! 

— William Wordsworth. 


To the Arbutus. 

By Randall N. Saunders. 

(The speaker should hold the flower in her hand, as she addresses it in the ^4- 
towing poem.) 

Far away out in the woodland 
There I found you hidden deep, 

Where the leaflets and the lichens 
Were the guardians o’er your sleep. 

Where the trees stood all around you 
Waiting for your waking eyes, 

And the highest heavenly incense 
From their opening to arise. 

Sweet, I found you in the woodland 
And my heart grew wondrous light, 

In the gladness of my nature, 

O’er you, saved from w inter’s blight. 



70 


MAY-DAY. 


There you lay beneath the crystals, 
Shivering, smothering, so forlorn, 
Wishing for the day I found you 
In the sunshine bright and warm. 

Yet, O shyest, dainty blossom ! 

Like some little country maid, 

When I sought there you had hidden 
’Mongst the mosses in the glade. 

Modestly you kept your blushes 
And your beauties from my view— 
Tried to hide your soulful fragrance, 
But it flowed the green leaves thro.* 

So may we our blushing faces, 

Turn away ’neath hat or hood, 

But our hearts’ deep inmost natures 
Will creep thro’ the bad or good. 


May and the Flowers. 

By Elizabeth R. Morey. 

(Let the seven little girls in this exercise wear a dress the color of the flower 
each represents and carry blossoms in the hand or in a basket.) 

Enter six girls , Violet , Daffodil , Dandelion , Arbutus , 
Crocus and Jonquil. The two latter are very small chil¬ 
dren. 

Violet: 

April climbed the year’s green hill, 

And saw the summer coming, 

Starting flowers, singing birds, 

And busy bees a-humming. 

April’s tears were falling fast, 

The sunshine whispered, “ Showers ! ” 

Touched each drop with golden wand, 

And turned them all to flowers. 

Sprinkled o’er the meadows now, 

These flowers, see, are lying; 

Happy May they wait to greet, 

While tearful April’s flying. 



MAY AND THE FLOWERS. 


71 


Daffodil: 

Oh, aren’t you glad cold winter’s gone, 
And summer days are near ? 

But who do you think is on the way, 

Yes, even now is here ? (May enters .) 

You needn’t try to tell her name, 

We know you never can guess, 

But give one look at her laughing face 
And her pretty, flowery dress. 

And now we’re sure you want to know, 

So we’ll tell her name straightway ; 

’Tis the youngest child of Mother Spring, 
Her little daughter May. 

Oh, April cried when she saw her coming 
Pouted, and ran away ; 

So there’s no one here but flowers 
To welcome you, little May. 

# 

May: What kindlier greeting need there be 

Than this, dear flowers, you give to me ? 

’Tis sweet to see each well known face 

Within its old accustomed place, 

And know that every flower, to-day 

Is glad to welcome back the May. 

Flowers: Of course we’re glad to see thee, 

Thou cheeriest month of spring, 

And this is why we flowers 
Our friendly greetings bring. 

Now take the offerings we lay 
Here at thy feet, O gracious May! 

Violet: We are little violets, 

So happy all the day; 

In purple, white, in blue and gold, 

We welcome in the May. 

Daffodil: 

I’m a pretty daffodil, 

Look at my golden crown. 

The children cry that May has come 
When they see my yellow gown. 


72 


MAY-DAY. 


Dandelion : 

We start with earliest grasses 

And are spring-time’s fairest scions, 
So to welcome you we’ve come here, 
The golden dandelions. 


Arbutus : 

Blushingly we lift our faces, 

Happy May, to you ; 

We’re the Pilgrim’s sturdy blossoms, 
Little Mayflower true. 

Crocus: Each one here in gold and purple 
Is a crocus bright. 

Jonquils: We, O May! are pretty jonquils, 

In our frocks of white. 

AH the flowers: 

So, O May ! we flowers have gathered, 
While the birds flit to and fro, 

And the apple, pear and cherry 
Drop their flakes of fragrant snow. 

Peach trees blush to see thee coming, 
And in rainbow dye 

Tulips lift their wondrous flagons 
As May passes by. 

Now may every bud and blossom 
Lift its head on bush and tree, 

That another name for gladness 
May shall ever be. 


/HE MAY FESTIVAL. 


73 


The May Festival. 

By Lizzie M. Hadley. 

(A May-pole with ribbons or strips of blue and pink cambric should occupy th* 
centre of the stage. When the children “ braid the May-pole ” an outer and inner 
circle is formed. As they sing, the outer circle goes to the left; the inner to the 
right, winding in and out. 

One side of the stage should have a curtain or large screen to shut out Fairy¬ 
land. Children representing flowers should be covered with brown or green tissu# 
paper. As their names are called each one pushes aside the covering and stands, 
iv large paper flower may be fastened on each head.) 

Characters. \ } Two children. [ H Ss. 

S ueen of the Fairies, 

yacinths, Violets, Crocus, Snowdrop, 

Dandelion, Buttercup. Daisy, Bees, Butterflies, 

Village boys and girls, Queen of May, 

Messenger, Spirit of May-day. 

Mabel. —O, Minnie, what lovely ferns ! Where did 
you get them ? 

Minnie. —Mamma has them in the conservatory, and 
she gave me these for the May Festival, but I’m afraid 
I must throw them away. 

Mabel. —Why must you do that ? 

Minnie. —One side is covered with little brown spots, 
and I am sure they are not fit to use. 

Mabel. —Let me look at them. Why, Minnie, those 
brown spots are the seeds ! 

Mi?inie. —O, Mabel ! are you sure ? 

Mabel. —Yes, Minnie ; when I was in the country 
mamma showed me some just like diem. 

Minnie. —Isn’t that delightful ? 

Sings.—(Any sbnple lively tune.) 

Fern-seed ! fern-seed! 

Who’ll buy fern-seed ? 

Little lad ! little lass ! 

This is what you need. 


Mabel : Why, what will it do, 

For me, or for you ? 

Minnie : All the doors of Fairyland 

Will swing wide open at you; command ; 

If you put these seeds within your shoe, 

The world of the fairies will meet your view. 


74 


MAY-DAY. 


(Sings.) Fern-seed! fern-seed! 

Fern-seed ! I cry. 

Come, lads and lassies, 

Come here and buy. 

Mabel. —How nice it would be if we could see them. 
Don’t you wish it was true ! 

Minnie. —It is true ! All the fairy tales say so. Let’s 
put these seeds in our shoes and I am sure they will 
come to us. 

Mabel. —I'm afraid it is only a story. (Both put fern- 
seed in their shoes.) 

Minnie. I hope we shall see the Queen of the Fairies. 
I shall ask her to send some flowers for May-day. I 
don’t believe we shall find half enough. (Yaims.) O 
dear! I'm so sleepy ! 

Mabel, —So am I. (Both yawn.) What—did—you— 
say—about the flowers ? 

Minnie. — (Almost asleep.) I’m afraid we sha'n't have 
enough unless the fairies help us. (Both fall asleep . 
Curtain rises , showing Fairyla7id and Heralds , Honeysuckle 
and Morning-glory.) 

Heralds : Morning-glory blows his trumpet— 

Fairies from the woodland, 

Mountain and dell, 

Hear ye, hear ye, 

What I’ve come to tell. 

Grass-fairies, leaf-fairies, 

Flower fairies all, 

Come ye, come ye, 

Gather at my call. 

Honeysuckle, blow your trumpet, 

Lilies, ring your bells, 

Moonshine and dew-fairies. 

Weave with magic spells 
Lace fine as gossamer, 

Fit for our Queen. 

Sweeter one, fairer one, 

Never was seen. 

Gold bees, ’gin your humming! 

Lo ! now our Queen is coming. 


THE MAY FESTIVAL. 


75 


(Enter Queen. Both kneel 1 ) 

Bow we before thee, 

Queen, we adore thee. 

Queen. —Kneel not to me, fair heralds, but tell me hov* 
goes the work I gave you to do ? Honeysuckle, why an 
the flowers so late ? 

Honeysuckle : 

I’ve called them, O Queen ! but no one has stirred, 
No one has answered a single word. 

Queen. —Well, call them again, 

They are lazy things, 

And somebody dust off 
The butterflies’ wings. 

*Tis time they were flitting and flying about, 
May-day is coming, and not one is out. 

(Sadly.) 

I’m Queen of the Fairies, ah me! ah me f 
Nobody knows the trouble I see, 

Flowers are lazy; not one will start, 

Not even the butterflies do their part. 

(Bees buzz.) 

Only the bees are willing to work, 

And these true heralds never will shirk, 

All the work I give them, they’re ready to da 
But where are the flowers ? I need them too. 
Now call them again, call loud and clear. 

Tell them their sovereign, the Queen, is here. 

Heralds: 

Flower fairies, flower fairies, open your eyes, 

Creep from your little beds, yellow butterflies; 

Grass unsheathe your swords o’ green, 

And kneel in homage before your Queen. 

Honeysuckle : Hark ! there’s a rustling ! 

Hist ! there’s a bustling ! 

Some one is stirring, I know. 

(Both.) Brown earth is parting, 

Somebody’s starting, 

Something’s beginning to grow. 

(Flowers lift their heads a?id look around.) 


76 


MAY-DAY. 


Flower : 

O dear! I*m sleepy ! sleepy and tired as I can be, 

I don’t believe it’s time to grow, 

I’m almost sure it is going to snow. 

Why did they call me ? I can’t see. 

The cold and the flowers can never agree ; 

I believe I’ll take another nap, 

For I don’t like to sit in Winter’s lap. 

(They all lie down.) 

Honeysuckle: 

O, what lazy things ! They’re gone back to bed, 

In spite of all that the Queen has said. 

I shall have to blow my trumpet again, 

And this time I’ll do it with might and main, 

Now, bluebirds, make all the echoes ring, 

And waken the woods with the songs you sing. 

Morning-glory : 

Violet, Violet ! lazy thing ! 

Bees are humming, bluebirds sing. 
Springtime’s come, and Summer’s near. 

Violet, Violet, wake up, dear. 

Violets : (Lift their heads.) 

You call us, so here we come up to the light, 

Clad in purple, in yellow, in blue, and in white. 

Honeysuckle: 

Daffodil, Daffodil, where are you, pray ? 

The Queen has need of your help to-day. 

Daffodil: 

I’m coming, I’m coming ; I know I am late. 

It is sad that our Queen has had to wait, 

But I lifted my head, scarce a week ago ; 

There was naught to see but the ice and snow, 

And I knew very well it was no use to wake, 

Till Springtime old Winter’s ice fetters should break. 

Honeysuckle. Crocus ! Snowdrop ! 

Crocus and Snowdrop. We’re coming, dear, 

Honeysuckle. Hyacinth ! Hyacinth ! 

Hyacinth. I am here. 


THE MAY FESTIVAL. 


77 


Honeysuckle : 

Pretty Dandelion, starry face ! 

I’ve called and looked in every place. 

Alack ! Alas ! the spring grows old, 

But no one has seen your face of gold. 

Dandelion : 

I’m down in the meadow, I’m under the grasses; 
There I wait and I watch for the lads and the lasses. 
Do they want me for May-day ? Whatever befall me, 
To the lads and the lasses I’ll come, if they call me. 

Morning-glory: 

Now down in the meadow, so blithe and so gay, 
Where is bright Buttercup hiding to-day ? 
Buttercup ! Buttercup ! 

Come, dear, wake up. 

Buttercup : 

I’m waking ! I’m waking. Now up to the light, 
I’m lifting my head with its cup so bright; 

’Tis filled with dew, to the brim, I ween, 

A sparkling draught for the Fairy Queen. 

Queen: 

Thanks for your draught of honeyed dew, 

Dear little Buttercup, kind and true. 

Now where are the others? Oh, where is Daisy? 

I think it is strange, she should be so lazy. 

Buttercup: 

She’s just awake from her winter’s nap, 

I left her plaiting the frill of her cap. 

Heralds: 

Vain little Daisy ! you mustn’t wait, 

The Queen has called ; it won’t do to be late. 

Daisy: 

I am here ! I am here ! No one need wait 
But my pretty white frill I had to plait, 

For, of course, I want to look neat and clean, 
When I come to the court of the Fairy Queen. 

All the flowers : 3 a . / 

Of course we all must look neat and.fair; 

We must smooth our dresses and plait our hair, 


78 


MAY-DAY. 


When we come to the court of the Fairy Queen, 
For, maybe, she’ll want us to dance on the greeiv 

Flowers Sing. 

(Tune: “ Song of the Bobolink ” in Silver Bells.) 

Oh, we all are growing, growing, 

Each in his own way, 

And we all are coming, coming, 

Up to keep May-Day. 

Down within the earth’s brown bosom 
We’ve been fast asleep, 

But our Queen has called us now, 

This holiday to keep ; 

So we all are coming, coming, 

Up to keep May-Day, 

And we all are growing, growing, 

Each in his own way. 

Queen: 

So you’ve come, pretty flowers ! But, Oh, how late! 
Don’t you know it is wrong to make people wait ? 
Spring-time is here, and I’ve so much to do, 

The leaves and the grasses are tardy too. 

O, you silly things ! So afraid of its snowing, 

That you creep into bed, when you ought to be growing. 
But you’ve come, at last, in spite of the cold, 

And now that you’re here it is no use to scold. 

Be ready for work ! There is no time to play, 

For to-morrow you all must keep merry May-Day. 
Crocus, Violet, Daffodil, too, 

A crown for the May-Queen they’ll make of you ; 

Then round the May-pole they’ll wreathe the rest, 

And I want each flower to do its best. 

Will you come every one ? 

Will you ope with the sun ? 

And never mind showers, 

For May-day is ours ? 

Flowers: 

Oh, yes, we’ll come, we’ll all be there, 

We’ll nelp to deck the May-Queen fair ; 

Our brightest blossoms we’ll lay at her feet, 

And we’ll fill the air with our fragrance sweet; 


THE MAY FESTIVAL 


79 


We'll wreathe the May-pole with garlands, gay, 

And thus we’ll help keep merry May-Day. 

Queen: 

I trust each flower will do its duty, 

And each have a place in the garland of beauty. 

But, hist ! Some one comes ! What is it I hear? 
Something tells me that mortals are near; 

Whence they come, who they are, I have no means of 
knowing ; 

But I see it grows late, and 'tis time we were going ; 

No mortal should look on a fairy, to-day ; 

So, fairies and flowers, we’ll vanish away. 

(Curtain shuts them from sight.) 

(Voices outside .) 

Minnie, Mabel ! Where are you straying ? 

Little laggards ! you’ve missed the maying ! 
(Enter two girls.) 

Oh, here they are, asleep on the green, 

Wake up, little lassies, and welcome the Queen. 
Minnie and Mabel, (starting up). 

Who ? What ? Where are they ? 

Girls. —Here we are, sleepy heads. Come, wake up, 
the “ Queen o’ the May ” is coming. 

Minnie. —Oh, you’ve frightened them away, 
i stgirl. —What is the child talking about? 

Mabel. —Yes, they’ve gone. Why did you come so 
soon ? 

2 d girl. —Look at our lovely flowers! We didn't ex¬ 
pect to get so many, but we found the fields bright with 
them. 

Minnie. —I know it. She told them to be ready. 

Girls. —Who told them ? 

Minnie and Mabel. —The Queen of the Fairies. 

(Girls laugh.) 

Minnie and Mabel. —You needn’t laugh, we’ve really 
seen her and heard her call the flowers. We put fern- 

seed in our shoes, and then- 

Girls. —And then, you went to sleep, and dreamed 
it all. 

Minnie and Mabel. —We truly saw them and we heard 
them, too. 



So 


MAY-DAY. 


ist girl. —You shall tell us all about it sometime, out 
not now, for here comes the May Queen. Enter Queen, 
followed by boys and girls singing. 

Tune : “ Red, White, and Blue.” 

O May Queen ! O May Queen ! you’re coming, 
Right gladly we greet you to-day ; 

The birds sing and bees now are humming 
To welcome you, Queen of the May. 

Thy subjects, we bow now before you, 

With flowers we’ll deck your bright hair ; 

The garlands we weave we’ll fling o’er you. 

And welcome you, May-Day so fair. 

{Repeat last line.) 

Girl. —We welcome and crown thee now, O Queen of 
the May ! Though thy reign is brief, may it be a happy 
one. And we vow— 

All. —Yes, we vow, 

One and all, before thee now, 

Honest, loyal, true, we’ll be, 

Ever faithful unto thee. 

At thy feet, behold us now, 

See us bend a lowly knee, 

Hear us vow— 

Queen. —No more, my subjects; I accept thy fealty. 

{Enter boy with a basket of flowers. He kneels and 
offers the flowers to the Queen.) 

Dame Nature’s love to the Queen, to-day, 

And she trusts they shall both be friends for aye. 

Queen : 

Thanks, for the flowers Dame Nature sends, 

May she and the May Queen ever be friends. 
{Enter bees .) 

Queen : 

Buzzing and buzzing in black and in gold, 

Buzzing and buzzing ! Dear me ! how they scold ! 
Now pray who are these ? 

Bees. —Why, we are the bees. 

Queen. —So you are the bees. What work do you do > 


THE MAY FESTIVAL. 


81 


Bees. —O Queen ! we gather sweet honey for you. 
Queen : 

Dear little workers, so busy, alway, 

You are welcome here to the Queen o’ the May, 
Flitting and flying, now here and now there, 

Like little gold leaves in the sunshiny air. 

What are these, dancing before my eyes ? 

Butterflies .—We, O Queen ! are the butterflies. 

Queen. —And good for nothing ! ah, me ! what a pity ! 
Butterflies .—Why, yes, O Queen ! we were made to 
look pretty. 

Queen : 

Ah, well! in spite of its abuse, 

Beauty I see may have its use, 

So, pretty butterflies, bright and gay, 

The May Queen welcomes you here to-day. 

First girl: 

What queer little figures in gold and green, 

Now kneel at the feet of our gracious Queen? 

Spirit: 

The Spirit of May-Days, long since o’er, 

I come to look at your sports once more. 

Queen : 

Oh, Spirit of Mays that have long since fled, 
Kneel not, but stand by my side instead. 

Spirit: 

And so you are Queen o’ the May, my dear, 

The best and the fairest month i’ the year. 

Have you heard the story that’s sometimes told 
Of that wonderful city whose streets are gold ? 

All those who enter therein, they say, 

Shall dwell in a season of endless May. 

'Tis for this that our May, to mortals given, 

Of you was oft called the “ month of Heaven.” 

Queen : 

A better and fairer month, I ween, 

Never welcomed a happy Queen. 


8 a 


MAY-DAY. 


All: 

Now form a ring, 

We’ll dance and sing 
Around the Queen to-day; 

Our gowns and head 

Are all bespread 

With posies bright and gay. 

( They form a ring and dance around the Queen , singing 
to any lively tune :) 

Hey for the May Queen, 

The merry May Queen, 

Hey for the Queen o’ the May. 

Loud let us sing, 

And dance in a ring, 

As we welcome her here to-day. 

Queen : 

Thanks for the pretty song you sing, 

And the welcome you give to me, 

May this May-Day bright, to long, long life, 

But a happy prelude be. 

Now dance round the May-pole with me to-day 
And thus you will honor the merry May-Day. 

Minnie .—Are we going to dance now ? How I wish 
the fairies could see us ! 

Queen. —Silly child ! there are no fairies ! 

Minnie. —Oh, there must be, for I saw them this 
morning. 

Mabel. —So diu I. Oh ! how pretty they looked ! 

Both. —We saw the Fairy Queen make the flowers. 
Queen. —What do these children mean ? 

Girl. —An’ it please your gracious majesty, they fell 
asleep while we were a-maying, and I suppose they, 
dreamed of fairies. 

Spirit: 

Nay, chide no more, it was not a dream, 

And things to the children are just as they seem, 
They both have fern-seed in each shoe, 

And they see strange things that are not for you. 

Turns to the children : 

The fairies, dear, may not come to you ; 

No mortal again their charms shall view ; 


GATHERING FLOWERS. 


83 


And never more shall the fern-seed spell 
To you the fairies’ secrets tell. 

Children begin to cry : 

Nay, dry your tears, let them drop no more ; 
Come, sing like the birds to-day ; 

Forget your sadness, for life is gladness, 

Now dance, and be merry and gay. 

/ 

Queen : 

Come, take your places, line within line; 

Let me see how the May-pole you’ll entwine. 

Now one by one, go out and in, 

Each hold a ribbon and we’ll begin. 

Here’s a ribbon, pink as the May-flower, true, 
And this is blue as the sky’s own hue. 

(They all join hands and braid the May-pole , singing to 
the tune of “ Lightly Row.") 

May is here ! May is here ! 

Dance we now without a fear. 

Here we go ! Here we go ! 

Feet as light as new. 

Round and round, now in and out, 

Dancing, dancing all about, 

Oh what fun ! Oh what fun! 

May has just begun. 


Gathering Flowers. 

By Jennie D. Moore. 

(For four intermediate pupils.) 

All: 'Tis the time of merry sunshine, 
The time of fruit and flowers; 
We girls have all been straying 
In nature’s fairy bowers, 
Where birds went singing by us, 
The brook, too, sang its song, 
And bees were gayly buzzing, 

As they floated slow along. 



8 4 


MAY-DAY. 


First: I plucked a little daisy, 

Starry, pure, as white as snow, 
With heart of gold, I found it, 

In the fragrant mead below. 

Second: These buttercups so yellow, 
Glowing golden in the sun, 

I found close by the daisies, 

And I plucked them every one. 

Third: The wild pink rose straying 
Beside the high stone wall, 
Caught my fancy and I gathered 
These fairest flowers of all. 

Fourth : No flower can be fairer, 

To me none sweeter seem, 
Than the lily, graceful, bending, 
Near by the running stream. 

All: Out where the sunlight glances, 

Over meadows, daisy-strewn ; 

Down where the brooklet dances, 

And sings us a merry tune, 

We love to roam, to linger 

In the meadows, by the stream, 

And gather flowers, while summer hours 
Pass o’er us like a dream. 


Robin’s Come. 

(Let the refrain be spoken in concert.) 

First Pupil: 

From the elm-tree’s topmost bough, 
Hark ! the robin’s early song ! 

Telling one and all that now 
Merry springtime hastes along • 
Welcome tidings dost thou bring, 

Little harbinger of spring : 

Robin’s come. 



THE RETURN OF THE WANDERERS. 


§5 


Second Pupil: 

Of the winter we are weary, 

Weary of the frost and snow ; 

Longing for the sunshine cheery, 

And the brooklet’s gurgling flow ; 
Gladly then we hear thee sing 
The joyful reveille of spring : 

Robin’s come. 

Third Pupil: 

Ring it out o’er hill and plain, 

Through the garden’s lonely bowers, 
Till the green leaves dance again, 

Till the air is sweet with flowers ! 
Wake the cowslips by the rill, 

Wake the yellow daffodil : 

Robin’s come. 


Fourth Pupil: 

Then, as thou wert wont of yore, 

Build the nest and rear the young 
Close beside our cottage door, 

In the woodbine leaves among ; 

Hurt or harm thou need’st not fear, 
Nothing rude shall venture near : 

Robin’s come. 

Fifth Pupil: 

Singing still in yonder lane, 

Robin answers merrily ; 

Ravished by the sweet refrain, 

Alice clasps her hands in glee, 

Calling from the open door, 

With her soft voice o’er and o’er : 

Robin’s come. 


The Return of the Wanderers. 

By Wolstan Dixey. 

(Mother Earth is discovered sitting in a rocking-chair, bellows in hand. Her 
dress is green, but she is covered up with white furs or white cotton. She rocks 
back and forth. Knocking heard without. Puts down Bellows.) 

Mother Earth .— Somebody knocked. There must 
be a visitor. Come in ! (Mr. Spring enters in light 



86 


MAY-DAY. 


brown suit , light felt hat , sprig of green in his hatl) 
Why Mr. Spring, how do you do ? I am just de¬ 
lighted to see you. Dear me ! It has been so lone¬ 
some since all the girls and boys went away. It 
seems such a long time ago ; nearly a year. I have 
been here alone, poking the fire most of the time, 
trying to keep warm. 

Mr. Spring. —The fire has gone out now I see. 
Just as well—warm weather coming; you need a 
new dress. How do you like this for a pattern ? 
(Takes light green pattern from satchel and holds it 
up.) I know it would suit you. 

Mrs. E. —O now, Mr. Spring ! you are so kind ; 
but you are a flatterer. You know I am too old to 
wear such bright colors ? 

Mr. S. —Not in the least, ma’am ; you look just 
as young as you did twenty years ago. 

Mrs. E. — All my boys and girls would laugh at 
me if they were only here ; but they are all gone. 
Will they ever come back ? (Loud knocking.) 

Mr. S. — That must be my boy. I brought my 
boy and my Two daughters along with me. (March 
—a boy—runs across the stage trying to fly his kite. 
Dressed in knickerbockers and fur cap.) 

March. —Whoop-la! (Picks up the bellows and 
blows papers from table. Follows Mrs. E. about , 
blowing cotton off her head.) 

Mrs. E. —O, how awfully rough ! 

Mr. S. — (Calling.) March. 

M. — (Coming to him.) What, sir ? 

Mr. S. —March ! (Points to the door.) 

M. —Yes, sir. (Goes out like a Iambi) 

Mrs. E. —His father can make him mind ; that is 
one good thing. I hope the girls have better man¬ 
ners. (Enter April—a girl — with rubber “ gossamer ” 
hood over her head and dripping umbrella ; watering 
pot on her arm. Shakes umbrella and cloak so the 
water flies over everything.) 

Mrs. E. —Gracious! She is as bad as her brother. 

Mr. S. —April, please be a little more — a little 


THE RETURN OF THE WANDERERS. 


87 


more—Well, well; it’s her nature, ma’am ; you 
mustn't mind her. 

Mrs. E. —You have another daughter, I believe ? 

Mr. S. —Yes. April, where is your sister? 

April. —O, May is waiting for her trunk to come 
up from the depot. ( Enter March , tumbling trunk 
in, with a great racket. He puts it up against the 
back of the scene and stands on one side of it; April 
on the other. Enter May dressed in bright green.) 

Mr. S. —Come here, child. Mother Earth, this is 
my daughter May. I hope you will become better 
acquainted. 

Mrs. E. —I am so pleased to meet you. You look 
so much like my own daughter May who went away 
last year with all her little nieces and nephews—they 
were my grandchildren. 

May .—You look so young to be a grandmother? 

Mrs. E. —Just what your father said. I believe 
flattery runs in the family. 

Mr. S. —No, no. May is not a flatterer. Her 
nature is rather—rather—Well, I’ll tell you, the poets 
describe her nature exactly when they say—Let me 
see—can you repeat it, my dear ? what they say 
about you ? 

May .—I don’t remember ; they say all sorts of 
things. 

Mr. S .—They all write verses to her, ma’am ; but 
she’s naturally modest and don’t like to repeat it. 
One poet calls her, “ Half teasing, half tender: 
Spring’s last-born darling, clear-eyed, sweetthat 
is not counting the twins, here. 

(April sprinkles the trunk from the watering-pot.) 

May. —O, sister, what are you doing? You will 
just ruin my best Saratoga trunk. Pa ! see what 
April is doing ! ( March gets on the trunk and dances ; 

then throws up a handful of beans that come down on 
the stage.) And O, my sakes ! Pa ! Pa ! Do stop 
them ! They’ll ruin everything I own ! (They stop.) 

Mr. S. —Don’t be alarmed, ma’am, that is the way 
the three of them get a’ quarrelling sometimes. 
You know the poet says: 


88 


MAY-DAY. 


Ah, March, we know thou art kind hearted, spite of ugly 
looks and threats. 

M. —That is all very true, but I don’t want every¬ 
thing in my trunk spoiled. 

Mrs. E. —Of course not. May I ask what you 
have in your trunk ? 

M. —It’s a secret, but I don’t mind telling you. 
It is a surprise for you. 

Mrs. E. —For me ! 

M. —Yes, you were just telling about your lost 
grandchildren— 

Mrs. E. — But you haven’t seen anything of them, 
have you ? 

M. —Perhaps I have. 

Air. S. —Perhaps she has. 

Mrs. E. —O, where are they? You didn’t bring 
them back, did you ? 

M. —Perhaps I did. 

Mr. S .—Perhaps she did. 

March and April. —Perhaps she did ! 

Mrs. E. — O, do let me see them ! 

Mr. S .—But don’t you think you ought to take 
off more of that white stuff. It is rather a cold 
looking sort of welcome for your grandchildren ; if 
they should come back, you know. I don’t say they 
will ; but if they should, you know. 

M .— Yes, if they should, you know. 

March and April.—(On the trunk?) Yes. If they 
should, you know. 

Mrs. E. —Well, well; anything to please. ( Takes 
off white wraps and appears in green dress.) Now, 
what is the surprise ? 

M. — (Going to trunk.) Please get down. Why do 
you act so ? ( March and April get down.) 

, March. —You think we’re of no use in the house; 
but we do some good ; don’t we, April ? 

April. —I should say we did. As the poet says : 

March with grief doth howl and rave, 

And April weeps—but, O ye hours 
Follow with May’s fairest flowers. 


THE RETURN Or THE WANDERERS. 


89 


(May opens trunk , showing a frame covered with 
white paper , with cotton scattered over it. All stand 
aside and May says :) 

Sweet crocuses, why are ye late ? 

Say, know ye not that spring is here? 

(Two little boys burst up through the white paper 1 
and stand in the trunk.) 

Mr. S .—March, you might best go out in the 
back yard and play. 

(Exit March. The little boys dressed in yellow , 
out of the trunk and come to front of stage with 

1st Crocus .—O, Aunt May, we thought you would 
never open that trunk ! 

2 d C. —You promised, you know, to take us back 
to Grandma and— 

1 st C. —O, there she is ! ( Both rush to Mother 

Earth , who has been looking at them.) 

Mrs. E .—My own little darlings. What a long, 
long time you have been away ! But you are the 
first to come back again. [April walks by the trunk , 
sprinkling water in it as she passes.) 

May. —April, do take care ! 

April .—O, you’re so cranky, I just think it’s a 
shame ! [Begins to cry.) I [sob) can’t do a thing 
[sob) but you just tell me [sob) to take care. [Cries 
hard and exit.) 

Mr. S .—There, there; you’ve driven your sister 
out crying. Remember, they cannot all be as gentle 
as you. 

May .—But she has poured all that water in my 
trunk and I am afraid she has spoiled everything. 

Violet and Pussy Willow.—[Jumping up in the 
trunk.) O, no ! We like it! ( Violet is dressed in 

that color ; Pussy is in light green with gray furs , and 
carries a gray kitteu in her arms.) 

Mrs. E .—Why, children, where have you come 
from ? 

Violet .—Is that you, Grandma ? 


jump 

May.) 


MAY-DAY. 


90 


Pussy. —Yes it is. And aren't you glad to see. us, 
Granny ? ( They get out of trunk and run to Mrs. El) 

Mrs. E. —Violet, where have you been ? 

V. —Down in a little shady dell. 

P. —I’ve been in cat-town buying gray kittens, s*e ! 
(Holds up kitten.) 

May. —But you must take off those furs now. 
( Takes them off.) 

Mrs. E. —How delightful to have you back again. 
We all seem like one family, don’t we, Mr. Spring? 

Mr. S. —Yes, and why not make it one family ? 

May. —Yes, Mrs. Earth, why not make it one 
family? 

C ., V. y and P. —Yes, Granny, why not make it one 
family? 

Mar. and A. — (In the doorway.) O, yes ! Why 
not make it one family ? 

Mrs. E. —O, how you all talk. I don’t know what 
you mean, Mr. Spring. 

Mr. S. —You know I always had a fondness for 
you, Mrs. Earth, and I shall keep on coming until 
you say yes. 

May. —So shall I. 

C. } V.y and P .—So will we, Granny. 

Mar. and A. — (From top of trunk.) So will we, 
Granny. 

Mrs. E. —I suppose I shall have to say yes. 
(Takes Mr. Springs arm.) Haven’t you a third 
daughter ? 

Mr. S. —June, I forgot her. 

Mar. —She is just outside. 

A. —But she won’t come in till after the wedding. 

Mrs. E. —Come, children. (Allgather around her .) 
Now we are all one united family. Don’t call me 
Granny any more, but simply Mother Earth. 

Mr. S. — (To audience.) May all our kind friends 
here learn from us the lesson of renewing their youth 
as we do. 

(Curtain.) 


PART' IV. 


/Ifoemorial 2)a£. 


The Nation’s Dead. 

(The refrain “ For me and you ” must be spoken slowly and impressively.) 

Four hundred thousand men— 

The brave—the good—the true, 

In tangled wood, in mountain glen, 

On battle plain, in prison pen, 

Lie dead for me and you ! 

Four hundred thousand of the brave, 

Have made our ransomed soil their grave, 

For me and you ! 

Good friend, for me and you ! 

In many a fevered swamp, 

By many a black bayou, 

In many a cold and frozen camp, 

The weary sentinel ceased his tramp, 

And died for me and you ! 

From Western plain to ocean-tide 
Are stretched the graves of those who died 
For me and you ! 

Good friend, for me and you ! 

On many a bloody plain 

Their ready swords they drew, 

And poured their life-blood, like the rain, 

A home,—a heritage to gain, 


91 



92 


MEMORIAL DAY. 


To gain for me and you ! 

Our brothers mustered by our side *, 

They marched, they fought, and bravely died 
For me and you ! 

Good friend, for me and you ! 

Up many a fortress-wall 

They charged-^-those boys in blue— 

Mid surging smoke and volleying ball ; 

The bravest were the first to fall ! 

To fall for me and you ! 

These noble men—the nation’s pride— 

Four hundred thousand men have died 
For me and you ! 

Good friend, for me and you ! 

In treason’s prison-hold 
Their martyr spirits grew 
To statues like the saints of old, 

While amid agonies untold 

They starved for me and you ! 

The good, the patient, and the tried,— 

Four hundred thousand men have died 
For me and you ! 

Good friend, for me and you ! 

A debt we ne’er can pay 
To them is justly due, 

And to the nation’s latest day 
Our children’s children still shall say, 

They died for me and you ! ” 

Four hundred thousand of the brave 
Made this, our ransomed soil, their grave 
For me and you ! 

Good friend, for me and you. 


Wake Them in Peace To-day. 

(Recitation for the grammar grade.) 

Sound, bugles ! sound again ! 

Rouse them to life again, 

Awake them all ! 



IN ONE GRAVE. 


93 


Here, where the Blue and Gray 
Struggled in fierce array, 

Wake them in peace to-day, 

God bless them all ! 

Sound, bugles ! sound again ! 

Sound o’er these hills again, 

Where gather all ;— 

Those who are left to-day, 

Left of the battle’s fray, 

Left of the Blue and Gray, 

God bless them all ! 

Sound, bugles ! sound again ! 

Bid all unite again, 

Like brothers all, 

Here clasping hands, to-day, 

With love for Blue and Gray, 

Dead is all hate to-day ; 

God bless them all! 

Sound, bugles ! sound again i 
Gladly, oh, sound again 
And welcome all ; 

No matter how they fought, 

God us the lesson taught, 

He guided what they wrought. 

God bless them all ! 

— Wellesley Bradshaw . 


In One Grave. 

By Clara E. Cooper. 

(Recitation for the grammar department.) 

On the opposite banks of the river, camped 
Two armies at close of day, 

And waited the coming cf morning’s light 
Ere they should begin to fray ; 

And down by the camp-fire’s flickering light, 
Two soldiers sat thinking of home ; 

Of the mother and sister, and sweetheart dear, 
Who were waiting for them to come ; 



94 


MEMORIAL DAY. 


And tears filled the eyes of both the men, 

Tho’ each was a soldier true, 

And one of them wore a coat of gray, 

And the other a coat of blue. 

At the dawn of the morning the fight began, 

And lasted till fall of night, 

Then again on the opposite river banks 
Shone the camp-fire’s flickering light, 

But out on the field where the conflict raged, 

On the rise of a little hill, 

Lay the two who had sat there and thought of home, 
Each brave heart forever still ; 

Side by side they were lying there, 

’Neath the softly falling dew ; 

And one of them wore a coat of gray 
And the other a coat of blue. 

Their comrades lifted each silent form, 

And crossed the hands on the breast. 

Then side by side in the self-same grave, 

They were laid to their last long rest. 

And tho’ mother or sweetheart may never find 
The spot where each body lies, 

God knoweth each unknown soldier’s grave. 

That is under the southern skies ; 

And over each humble mound alike 
His beautiful wild flowers grew, 

Never heeding that one wore a coat of gray 
And the other a coat of blue. 


Roll-Call. 

(Recitation for a high-school pupil.) 

“ Corporal Green ! ” the orderly cried ; 

“ Here! ” was the answer, loud and clear, 
From the lips of the soldier who stood near; 
And “ Here ” was the word the next replied. 

M Cyrus Drew! ”—then a silence fell— 

This time no answer followed the call; 

Only his rear man had seen him fall, 

Killed or wounded ; he could not tell. 



ROLL-CALL. 


95 


There they stood in the falling light, 

These men of battle with grave, dark looks, 

As plain to be read as open books, 

While slowly gathered the shades of night. 

The fern on the hillsides was splashed with blood, 
And down in the corn where the poppies grew 
Were redder stains than the poppies knew, 

And crimson dyed was the river’s flood. 

For the foe had crossed from the other side 
That day, in the face of a murderous fire, 

That swept them down in its terrible ire, 

And their life-blood went to color the tide. 

“ Herbert Kline ! ” At the call there came 
Two stalwart soldiers into the line, 

Bearing between them this Herbert Kline, 
Wounded and bleeding, to answer his name. 

“ Ezra Kerr ! ”—and a voice answered, “ Here ! ” 

“ Hiram Kerr ! ”—but no man replied. 

They were brothers, these two ; the sad wind sighed 
And a shudder crept through the cornfield near. 

“Ephraim Deane ! ”—then a soldier spoke, 

“ Deane carried our regiment’s colors,” he said ; 

“ Where our ensign was shot, I left him dead, 

Just after the enemy wavered and broke. 

“ Close to the roadside his body lies ; 

I paused a moment and gave him drink ; 

He murmurfed his mother’s name, I think, 

And death came with it and closed his eyes.” 

*Twas a victory, yes, but it cost us dear— 

For that company’s roll, when called at night. 

Of a hundred men who went into the fight, 
Numbered but twenty that answered “ Here ! ” 

— N. G. Shepard. 


9 6 


MEMORIAL DAY. 


Scatter the Blooms. 

By Jennie D. Moore. 

(Recitation for the intermediate grade.) 

Scatter the blooms 
Over the tombs, 

The tombs of one and all 
Of the soldiers brave, 

Who died to save 

Our land from error’s thrall. 

The green mounds cover, 

The strife is over, 

The feverish worry and fret. 
Yet the lives then given, 

The fond hearts riven, 

A nacion shall never forget. 
Scatter the blooms, 

Ovei the tombs 

Of o? r country’s soldier dead ; 

Who lighting, fell 

Mid i hot and shell, 

In th*‘ conflict dire and dread. 
Our 1 eroes they, 

Thei let us pay 

Thei f memories tribute meet. 

And jn each mound,— 

’Tis hallowed ground,— 

Plact. clustered blossoms sweet 
ScatKr the blooms 
Ovei the tombs,— 

Pale lilies and roses red. 

And mark each spot 
Where, unforgot, 

Slumber the honored dead. 


Driving Home the Cows, 

(Recitation for the grammar grade.) 

Out of the clover and blue-eyed grass 
He turned them into the river-lane ; 

One after another he let them pass, 

And fastened the meadow bars again. 



DRIVING HOME THE COWS. 


97 


Under the willows and over the hill 

He patiently followed their sober pace; 

The merry whistle for once was still, 

And something shadowed his sunny face. 

Only a boy ! and his father had said 
He never would let his youngest go ; 

Two already were lying dead 

Under the feet of the trampling foe. 

But after the evening work was done, 

And the frogs were loud in the meadow-swamp 

Over his shoulder he slung his gun 

And stealthily followed the foot-path damp, 

Across the clover and through the wheat, 

With resolute heart and purpose grim, 

Though cold was the dew to his hurrying feet, 
And the blind bat’s flitting startled him. 

Thrice since then had the lane been white, 

And the orchards sweet with apple-bloom ; 

And now, when the cows came back at night, 

The feeble father drove them home. 

For news had come to the lonely farm 

That three were lying where two had lain ; 

And the old man’s tremulous palsied arm 
Could never lean on a son’s again. 

The summer days grew cold and late, 

He went for the cows, when the work was done; 

But down the lane, as he opened the gate, 

He saw them coming one by one,— 

Brindle, Ebony, Speckle, and Bess, 

Shaking their horns in the evening wind ; 

Cropping the buttercups out of the grass— 

But who was it following close behind? 

Loosely swung in the idle air 
The empty sleeve of army blue ; 

And, worn and pale, from the crisping hair 
Looked out a face that the father knew. 


gS 


MEMORIAL DAY. 


For Southern prisons will sometimes yawn 
And yield their dead unto life again ; 

And the day that comes with a cloudy dawn 
In golden glory at last may wane. 

The great tears sprang to their meeting ey*>; 

For the heart must speak when the lips a..*: 
And under the silent evening skies 

Together they followed the cattle home. 


Decoration Day. 

(Recitation for a pupil in the intermediate grade.) 

To-day the earth is dressed in green, 

And decked with sweetest flowers; 

And all the sky smiles overhead 
To bless this land of ours. 

No bloody fields portray to-day 
The country’s priceless cost, 

Scarce lovelier could the world have looked 
Ere Paradise was lost. 

Above the fields of former strife 
Now starts the waving grain, 

And all is bloom and light and life 
Where our heroes brave were slain. 

Bring sweetest flowers to deck the graves 
Where their noble forms are laid • 

Bring amaranths and evergreens, 

Not those that early fade. 

Plant myrtle and forget-me-nots, 

And roses white and red ; 

Twine laurel wreaths about the stones 
Where sleep our martyred dead. 

And in the heart and on the lip 
Let those who lie away, 

Far off in swamps and in the sea. 

Be crowned with living bay. 



COMMEMORATION ODE. 


99 


All this we do in memory 
Above their sacred dust, 

While they, ’mid flowers sweeter than ours, 
Rejoice to-day, we trust. 

May children’s children evermore 
In this same work delight, 

And hold this day in sacredness 
To freedom, truth, and right. 


Commemoration Ode. 

(For a high-school pupil to recite.) 

We sit here in the Promised Land 

That flows with Freedom’s honey and milk ; 

But ’twas they won it, sword in hand, 

Making the nettle danger soft for us as silk. 

We welcome back our bravest and our best ; 

Ah me! not all ! some come not with the rest, 
Who went forth brave and bright as any here ! 

I strive to mix some gladness with my strain, 

But the sad strings complain, 

And will not please the ear: 

I sweep them for a paean, but they wane 
Again and yet again 
Into a dirge, and die away, in pain. 

In these brave ranks I only see the gaps, 

Thinking of dear ones whom the dumb turf wraps, 
Dark to the triumph which they died to gain : 
Fitlier may others greet the living, 

For me the past is unforgiving • 

I with uncovered head 
Salute the sacred dead 

Who went, and who return not.—Say not so f 
'Tis not the grapes of Canaan that repay, 

But the high faith that failed not by the way ; 
Virtue treads paths that end not in the grave ; 

No bar of endless night exiles the brave ; 

And to the saner mind 
We rather seem the dead that stayed behind. 

Blow, trumpets, all your exultations blow ! 

For never shall their aureoled presence lack * 


> y 


> > 1 



IOO 


MEMORIAL DAY- 


I see them muster in a gleaming row, 

With ever-youthful brows that nobler show . 

We find in our dull road their shining tracJt; 

In every nobler mood 
We feel the orient of their spirit glow, 

Part of our life’s unalterable good, 

Of all our saintlier aspirations ; 

They come transfigured back, 

Secure from change in their high-hearted ways, 

Beautiful evermore, and with the rays 

Of morn on their white Shields of Expectation ! 

—James Russell Lowell\ 


Moving Tableaux for “ Drafted.” 

(Arranged by the author of Preston Papers.') 

What? Draftedl My Harry ! Why man, ’t is a boy at 
his books. 

No taller, I’m sure, than your Annie ; as delicate, too, in 
his looks. 

Why. it seems but a day since he helped me, girl-like, in 
my kitchen, at tasks. 

He drafted! Great God/ Can it be that our President 
knows what he asks ? 

He never could wrestle, this boy, though in spirit as 
brave as the best. 

Narrow-chested, a little, you notice ; like him who has 
long been at rest. 

Too slender for over-much study ; why, his teacher has 
made him to-day 

Go out with his ball, on the common ; and you've drafted 
a child at his play ! 

“Not a patriot V y Fie! Did I whimper when Robert 
stood up with his gun 

And the hero-blood chafed in his forehead, the evening 
we heard of Bull Run ? 

Pointing his finger at Harry, but turning his face to the 
wall, 

u There's a staff growing up for your age, mother,” said 
Robert, “ if I am to fall.” 



MOVING TABLEUX FOR •‘DRAFTED.’' 


101 


‘ Eighteenl" Oh, I know; and yet narrowly. Just a 
wee babe on the day 

When his father got up from his sick bed, and cast his 
last ballot for Clay. 

Proud of his boy and his ticket, said he, “ A new morsei 
of fame 

We’ll lay on the candidate’s altar ; ” and christened the 
child with that name. 

O, what have I done, a weak woman ? In what have k 
meddled with harm 

(Troubling God only for sunshine and rain, on my rough 
little farm) 

That my ploughshares are beaten to swords , and sharp¬ 
ened before my eyes— 

That my tears must cleanse a foul nation, my lamb be a 
sacrifice ? 

Oh, I know there’s a country to save, man ; and ’tis true 
there is no appeal. 

But did God see my boy’s name, lying the uppermost one 
in the wheel ? 

Five stalwart sons has my neighbor, and never the lol 
upon one ! 

Are these things Fortune’s caprices or is it God’s will 
that is done ? 

Are the others too precious for resting when Robert is 
taking his rest 

With the pictured face of young Annie lying over the 
rent in his breast ? 

Too tender for parting with sweethearts ? Too fair to b$ 
crippled or scarred ? 

My boy! Thank God for these tears—I was growing so 
bitter and hard ! 

Now read me a page from the Book, Harry, that goes in 
your knapsack to-night 

Of the Eye that sees when the sparrow grows weary an<i 
falters in flight. 

Talk of something that's nobler than living ; of a Love 
that is higher than mine ; 

And a Faith that has planted its banners where the 
heavenly camp-fires shine. 


102 


MEMORIAL DAY. 


Talk of Something that tenderly watches, while the 
shadows glide down in the yard, 

That shall go with my soldier to battle—and stand, with 
my picket on guard. 

Spirits of loving and lost ones ! Watch softly o’er Harry 
to-night— 

For to-morrow he goes forth to battle ! Arm him for 
Freedom and Right. 

(The effectiveness of the above poem will depend'mainly upon the reading. 
The words are a constant outburst of emotions that find relief only in vocal ex¬ 
pression—and unless the reader can fully enter into sympathy with the various 
feelings displayed by the widowed mother when she learns that her only remain- * 
ing son is drafted, its rare qualities will be lost on the audience. The tableaux 
are but a mere accompaniment.) 

Suggestions. 

First Stanza. Scene. Ordinary sitting-room ; lady 
in widow’s weeds, knitting near table—having books, 
papers aud work on it—in centre of foreground. She 
rises to greet army officer in uniform, who enters at left, 
carrying hat in left hand, and in his right, official paper 
which he passes to the lady, who reads and turns to him 
as the reader (who is concealed) pronounces the first 
words. Her face expresses surprise and incredulity dur¬ 
ing first half of first line ; then expostulation and en¬ 
treaty. At the words “ Great God,” she drops back 
into her chair, overwhelmed by the thought. 

Second Stanza. Without rising, she again turns to the 
officer, and argues the case with special resistance on the 
last half of the last line. 

Third Stanza. She is roused to dispute the officer’s 
charge that she is not a patriot, and there is defiance in 
her attitude as she calls up the memory of Robert’s 
enlisting. 

Fourth Stanza. Her manner changes as her recollec¬ 
tion goes back to Harry’s babyhood, and she grows ten¬ 
der in the thoughts of her dead husband. 

Fifth Stanza. Reflecting on what seems great injus¬ 
tice, her head bowed on her hand. 

Sixth Stanza. She turns her face to the officer again, 
to answer his arguments, her face first expressing the 
helplessness she feels, then doubt. 

Seventh Stanza. Still addressing the officer she be¬ 
comes hard in her despair. At the words “ My boy ” she 


MEMORIAL DAY. 


103 

turns from the officer, holds out both arms to Harry, 
who has just entered from rear and advances to meet 
his mother, who embraces him, weeping. Officer retires 
slowly and quietly, from rear, wiping his eyes. Harry 
brings a low stool and sits upon it, his elbow on his 
mother’s chair—she caressing him. 

Eighth Stanza. Harry takes big Bible from table and 
turns leaves slowly, until he finds what he wants. Mother 
leans back in chair, with closed eyes, one hand on Harry; 
countenance calm, expressing resignation. 

Ninth Stanza. Harry kneels near mother, who, in 
last two lines, with clasped hands and uplifted face, 
makes her petition. Curtain falls on this tableau, after 
the last word of the poem. 


Memorial Day. 

By Lizzie M. Hadley. 


Characters :-jcXmbia, 


May, 

Flowers, 


Bees, South Wind. 

Butterflies, 


Costumes should be in appropriate colors. Tissue-paper and cheese-cloth are 
good materials. The butterflies should have wings and Time should have hia 
scythe. Each flower should wear, as a front piece to a tissue-paper cap of its own 
color, the initial letter of its name. If possible, each should carry a cluster of 
blossoms of its own kind, real or artificial. 


Time. —What a loiterer May is ! She is never ready to 
leave. 

Come, fair May, no longer linger, 

Loath to say “ Good-bye,” 

For the spring-time flowers whisper 
June is drawing nigh. 

Columbia. —Nay, old Time, she cannot hasten, 

Still there’s work for May, 

She must keep, with buds and blossoms, 
My Memorial Day. 

Time .—Memorial Day ? Pray tell me what is that ? 

Columbia .—It comes every year ; 

Father Time, ’tis the day 
When the nation doth honor 
The Blue and the Gray, 



ic>4 


MEMORIAL DAY, 


When the bugle’s shrill wail 
And the drums’ muffled beat 
Time the slow, measured footsteps 
That march through the street 
To the low, grassy tents 
Where the soldier reposes ; 

There, over his bed, 

They scatter their roses. 

Time .—Ah me ! I greatly fear this keeps in mind a 
sorrowful time that is best forgotten. 

Columbia .—Not so, old Time; it serves to soften the 
bitterness and hostility of a cruel war, and whispers of 
peace and forgiveness. 

All .—“ No more shall the war-cry sever, 

Nor the winding rivers be red, 

They banish our anger forever 

When they laurel the graves of our dead.” 

— Finch . 

Time .—I trust it may be so, my friend, but tell me. 
who first proposed such a day ? 

Columbia .—That no one really knows. It has been 
credited to several sources. But, whatever its origin, 
since that first Memorial Day in 1868, it has been pretty 
generally observed throughout the country. Confederate 
Memorial Day in Georgia, Alabama, and Tennessee is 
April 26. 

All .—“ God send us peace ! 

And where, for aye, the loved and lost recline 
Let fall, O South ! your leaves of palm, 

O North ! your sprigs of pine.” 

Time .—Your words are pleasant ones, my friend, yet I 
see not what May hath to do with your celebration, nor 
why she should linger here. 

Columbia. —O, know you not, ’tis she who brings the 
flowers for our dead heroes’ graves ? Art ready with 
them now. fair May ? 

May /-Still they’re waiting, sleeping, sleeping 
In the green earth’s breast, 

Come, my flowers, hasten hither. 

In your fairest colors dressed. 


MEMORIAL DAY. 


*05 


Little oees around me buzzing, 

Seek the clovers red, 

Bid them bring their sweetest blossoms 
For the nation’s dead .—(Exit Bees.) 

Butterflies, all fieldward flitting 
Through the balmy air, 

For Memorial Day send hither 

All the flowers fair .—(Exit Butterflies .) 

Warm south winds so gently blowing 
Take a message, too. 

Bid the buds and blossoms waken, 

They have work to do .—(Exit South Wind .) 

All. —Hist! a murmur, growing louder 
Is it bees a-humming ? 

No, from woodland, field, and meadow 
All the flowers are coming. 

May. —Yes, a myriad now are starting 
From their leafy bowers, 

At my door they’re knocking, knocking. 

(Enter Flower si) 

Welcome, pretty flowers. 

Flowers. —At your call we come, O May, 

To keep with you Memorial Day. 

See ! our hands are brimming over. 

Apple blooms and honeyed clover, 

Wind flowers, growing ’side the rills, 

Violets and daffodils, 

All have wakened now from sleep 
Your Memorial Day to keep. 

May. —Welcome, fair flowers, hast thou come to honor 
both the Blue and the Gray ? 

All. —“ One holier sun awakes at last, 

For North and South the blithe, bright hour*, 
No more upon our dead are cast 
The once divided gifts of flowers ; 

But where the live oak hides in moss. 

And where the plumy larches toss 


io6 


MEMORIAL DAY. 


Their arms above the Mayflower’s bed, 

And where wide waves of prairie crawl 
To meet far-west, their mountain wall, 

The People’s voice says : ‘ Peace to all! * 

We honor equal dead.” — Bayard Taylor . 

Myrtle. —I bring the myrtle for their graves, 

In the language of flowers it says, 

“Thine is the beauty of holiness.” 

All .—“ As Christ died to make men holy, 

So these died to make men free.” 

—Julia Ward Howe. 

Myrtle. —Gently, now, o’er Blue and Gray, 

I’ll my wreath of myrtle lay. 

Everlasting. — I bring the white and golden flowers of 
the everlasting. They say, “ I am always faithfuL” 

All. —“ He who dared the danger, 

Who battled well and true, 

To honor was no stranger, 

Though garbed in gray or blue.” 

Everlastmg. —Honor now to the true and brave, 

With everlasting I’ll deck each grave. 

Marsh-Marigold. —I bring you the golden blossoms ot 
the marsh-marigold. 

All. —“ O brave marsh-maribuds rich and yellow.” 

—/• Ingelow. 

Marsh-Marigold. —Their meaning is pensiveness. 

Rest and peace for the soldier bold, 

I’ll cover his grave with marsh-marigold. 

Oak. — I bring a wreath of oak-leaves. In flower lan¬ 
guage they say, “ Thou art honored above all.” 

All. —“Their lives shall know no stain, no shaded 
splendor, 

Their fame is safe and sealed, 

They, offering earth, the most that life can render 
Sunk on the red-cross shield.” 

— H. Butterworth. 


MEMORIAL DAY. 


107 


Oak. —O’er our noblest and our best, 

Oaken leaves shall lightly rest. 

Rose. —I bring you the rose, its language is “love.’* 

All. —“ I do love 

My country’s good with a respect more tender, 
More holy and profound than mine own life.” 

— Shakespeare . 

Rose. —A tribute to our patriot dead, 

I’ll scatter roses, white and red. 

Iris. —I bring you the iris blossoms. In flower lan¬ 
guage they say, “ I bring a message.” 

O blossoms, in your gold and blue, 

Bear messages to the dead soldiers, true. 

Arethusa. —I bring the shy arethusa. Its blossoms say, 
“ I could weep for thee.’* 

All. —“ Some asleep beneath the willows, 

Some asleep where valor slew them, 

Soft from lips that kissed their pillows, 

Soft from eyes that never knew them, 

Drop the benisons that greet 
Fallen braves.” 

Arethusa. —See ! to deck the graves of comrades, 

I have brought with loving care, 

From their homes within the marshes. 
Arethusas, sweet and fair. 

Lilac. —I bring the lilac for my offering. Its meaning 
is, “ The joy of youth/’ 

All. —“We honor the heroes of war, 

Who stood in the thick of the fight, 

We honor the wearers of blue, 

Who fought for freedom and right, 

For us and our children’s children. 

They died i?i their jnanhood’s prime , 

And we’ll ever keep their record 
Unsullied by lapse of time.” 

Lilac. —The soldiers sleep in their silent tombs, 

I’ll scatter above them the lilac blooms. 


io8 


MEMORIAL DAY. 


Daffodil .—I bring the golden daffodil. It whispers of 
regard. 

All .—“ O, pile the forest sod with flowers, 

And load the air with odors pure, 

And in the garden of our hearts 
Their fame forever shall endure.” 

Daffodil .—Heap them high, o’er the men asleep 
Let golden daffodils vigils keep. 

Amaranth .— I bring the fadeless amaranth. Its mes* 
sage i» “ Immortality.” 

AIL — “ Immortal amaranth, a flower which once 
In Paradise, fast by the tree of life, 

Began to bloom.” — Milton. 

Amaranth .—Sleep sweetly, now, O soldier, brave; 

The amaranth shall deck thy grave. 

Yew .—I bring the yew. Its meaning is “ Sorrow.” 

Sadly I bend o’er the Gray and the Blue, 

And cover their graves with the desolute yew. 

All .—Thus, with hand clasped hand let us stand alway 
That our blossoms may spell Memorial Day, 

While we look to the future with hope and love, 
And leave our soldiers to One above, 

Sure that the hand which guideth all 
Shall keep them safe till the last roll-call, 

And the land that their courage helped to save, 
For which their life-blood they freely gave. 

Shall keep in remembrance the blue and gray 
And each year honor Memorial Day. 

Chorus to the Tune Maryland, My Maryland.’* 

What day itself to us endears ? 

Memorial Day ! Memorial Day ! 

What day is this which now appears ? 
Memorial Day ! Memorial Day ! 

We look across the gulf of years. 

And through a mist of falling tears 

A country stained with blood appears, 
Memorial Day i Memorial Day • 


IN MEMORIAM. 


109 


But, God be praised, that time is o’er— 
Memorial Day ! Memorial Day ! 
Now war’s red beacons flame no more— 
Memorial Day ! Memorial Day ! 

All those who toil and danger bore, 

And blue and gray so bravely wore, 
May now the God of peace adore, 
Memorial Day ! Memorial Day ! 


In Memoriam. 

By Olive M. Long. 

(The room may t>e decorated with flags, and wreaths of flowers and leaves 
Ferns, brakes, and evergreen may also be employed. It would be pretty and un 
usual to have displayed the different flags of the United States(such as the Union, 
Jack, th~ Revenue Ensign, and the President’s flag), so that our flag may be seen 
in its various phases. They may easily be made of cambric (from the pictures at 
the back of the dictionary), and folds of blue and gray may be draped among 
them to snggest the union of the North and the South.) 

Part I. 

(The curtain rises on the stage, either decorated with garlands and draperies, 
or, if convenient, arranged as an out-door scene. There should be near the front 
(L. C.) an elevation, which may be either a hillock, or draped with a flag. Amer¬ 
ica, in the traditional costume of red, white, and blue, with a crown of stars on 
her flowing hair, is alone in the centre of the stage, resting upon a furled flag, 
which should be at least as tall as herself.) 

America. —Behind me the past; before me the 
future! It is well for a great nation to pause in the 
middle of a century and strive to pierce the gloom 
of years in both directions, to cast a last glance at 
the lesson of the years that have gone, before at¬ 
tempting to read the untried pages of the future. 

I can turn with confidence to the Past ( extends 
welcoming hand to the Past, who enters {LI), repre¬ 
sented by a soldier in colonial dress, carrying a scroll ), 
well-remembered even through its seven seals, but 
look more timidly forward to the closer sealed mys¬ 
tery of the Future. ( Enter from R. the Future,—a 
girl in clinging robes of pale gray, with long veil 
sweeping over face and falling in folds over the 
shoulde v and right arm. America turns again to the 
Past.) O Past ! guarding in the riot'd of thy 



110 


MEMORIAL DAY. 


scrolls the years of toil and glory through which my 
children have won their way, read o’er for me the 
page laid safely away in your keeping. 

Past (stepping forward ).—Which are the pages 
you would have re-read? Those glowing with the 
heroism of the early struggle for independence, and 
illumined with such names as those of Washington 
and his loyal men? Truly they are well worth re¬ 
reading, for they thrill with the rush of battle and 
the intensity of earnest purpose. Live pages these, 
—the deeds they chronicle are mine, but their echo 
has outlived the Past, and shall reverberate in your 
far-off Present. 

America. —True, but it is not this I would have 
you now recall. I cannot but be proud that my 
children were so unswervingly steadfast to their 
flag, when once they had unfurled it, but we have 
left behind the din of the battle-field; we are at 
peace with all nations. In spite of the glory, O 
Past! those are thy darkest pages. Leave war, and 
read what you have recorded in brighter lines. 

Past .—Shall I turn to the glory and beauty which 
came soon in a land where men were free? I saw 
the beginning of that perfect liberty, in thought and 
speech and action, which has established within youf 
wide borders the recognition of a manhood based 
on greater claims than birth or wealth. 

The past alone is mine, and I can speak of that 
time only, but in that past was hidden the germ of 
the progress which, growing and spreading from year 
to year, has expanded to your most glorious present. 

America .—It was indeed in the free Past that our 
prosperity began, and it may well be that our mis¬ 
sion among nations is to teach the blessings of lib¬ 
erty ; to illustrate it by our own free progress; and 
with it for our guiding star to bring its influence 
upon all who are yet enslaved. It is to the Future 
that we must turn for the answer. (Turning to Fu¬ 
ture.) Speak, and say if the coming years do not 
confirm the promise o£. the past. ( Future slowly 


IN MEM 0 R 1 AM. 


IIT 


raises her arm to shroud closer her face in the folds 
of her veil. America stands amazed.) 

America. —What does this silence mean? Have 
you aught in store for us to belie the Past ? 

Future. —No,—only too surely have I in store 
what comes from the Past. 

America. —Then we have but greater prosperity 
before us. ' 

Future {pointing away to right.) —See ! 

America. —The flying figure of Rumor! Why 
should we dread what he may relate? His tongue 
speaks truth more often than falsehoods, and we 
have naught to fear from the truth. Never yet for 
us has Terror run with Rumor. ( Future again covers 
face.) What mystery do you enshroud ? 

Future. —Blind country, can you claim the guid¬ 
ing star of liberty for your own, when Slavery, fet¬ 
tered and despairing, crouches at your feet ? 

America. —Slavery? Why, that is an institution 
of the past! Does Rumor find reason for predict¬ 
ing danger from such a cause as that ? ( Rumor 

rushes in from R.—a boy in close-fitting costume with 
scarf floating over his shoulder.) 

Rumor. —War ! war ! war that can no longer be 
turned aside ! Wild tales of coming war are in the 
air ! {Rushes off LI) 

America {Seeking to delay him). —Stay! Your 
tale is false! We are at peace with all the world. 
{Then stepping proudly forward.) But even though 
the foe should come we are ready to defend our 
flag. {To Future.) Break your silence, Future! 
Speak, Present Rumor! I demand to know what 
nation dare attack us? 

Future. —Even the mightiest of nations asks in 
vain what the Future may have to tell. But the 
shadow of the coming time already overclouds the 
Present. Seek there your answer. {Points to L. % 
where Rumor re-enters.) 

America {to Rumor). —What foe invades our coun¬ 
try? 



112 


MEMORIAL DAY. 


Rumor. —No foreign foe—but Discord among 
your own children. Discord and strife lead the 
way! They come ( pointing to R.), and in their 
train follow War, Havoc, and Death. 

(Steps back in terror. Sudden clash of discordant music, which continues as 
Discord enters, followed by War, Havoc, and Death. They are dressed in float¬ 
ing robes, Discord in brignt crimson ; War in black with silver armor,—helmet, 
shield, sword, etc., covered with silver paper ; Havoc in red and black with many 
streamers, and Death in dull black and carrying the typical scythe. They enter 
stormily from right. America springs upon elevation and unfurls her flag. She 
speaks through the music.) 

America. —Awake, my children ! Danger is upon 
us, in our midst; more insidious, more terrible than 
an outside enemy ! My children, now, if ever, is the 
time to answer your country’s call! Protect the 
liberty you have won ! 

(As she speaks, the States enter from the back, and group themselves, the 
Northern around her, and the Southern around War and Discord, who form a 
group at R. C. Only the extreme Northern and Southern States need be repre¬ 
sented, and may be costumed alike, in white, wearing crowns bearing their names 
in gilt letters, or they may be made as characteristic as possible. The music 
changes to a martial character, and the soldiers pour in from either side. Discord 
flings out her arms with triumphant gesture. War defiantly throws upon the 
ground the flag which she has carried, and steps upon it, and Rumor, kneeling, 
with head turned towards War, clings to the robe of Future (extreme R.), who 
solemnly lifts her arm, and gazes upward. Curtain falls to music in which school 
joins.) 

(Tune, “ John Brown’s Body.” Words adapted from Lowell.) 

Once to every man and nation comes the moment to 
decide, 

In the strife of Truth with Falsehood, for the good or 
evil side; 

Some great cause, God’s new Messiah, offering each the 
bloom or blight, 

Gives the choice ’twixt dark and night. 

Chorus. 

Hast thou chosen, O my people ! 

On whose party thou shalt stand, 

Ere the Doom from its worn sandals 
Shakes the dust against our land? 

Then to side with Truth is noble, when we share her 
wretched crust, 

Ere her cause brings fame and profit, and 'tis prosperous 
to be just; 

Then it is the brave man chooses, while the coward 
stands aside, 

Till his Lord is crucified 


IN MEMORIAM. 


ii 3 


(Chorus.) 

New occasions teach new duties ; Time makes ancient 
good uncouth ; 

They must upward still, and onward, who would keep 
abreast of Truth ; 

Lo, before us gleam her camp-fires ! we ourselves must 
Pilgrims be, 

' Launch our Mayflower on the sea. 

(Chorus ) 

Part II. 

(The curtain rises on America, leaning with bowed head, against cannon in the 
middle of the stage. The cannon may be made with a wooden frame-work cov¬ 
ered wiih black cambric. The tableau remains for a moment, then History, in 
robes of white, enters from left, reading and writing on her tablets. She is fol¬ 
lowed by the North and the South, dressed in robes of blue and gray, and carrying 
garlands of flowers.) 

History. —The war has now become mine, a part 
of the history of the world. Oh, sorrowing country, 
lift your downcast head ! Rejoice that the right has 
triumphed, and that it is the victory of liberty and 
not of slavery that shall accompany your name upon 
my tablets. 

America. —Shall I not sorrow for my children ? 

History. —Sorrow for those who are left; the 
heroes who died upon the battle-field need nothing 
but your loving pride. They have been brought in 
touch with the greatness of truth, and theirs is the 
heritage of liberty which they died to give to others. 
But sorrow for your sorrowing North and South. 
’Tis they who best deserve your tears. (. America 
turns to them with a smile as History continues ad¬ 
dressing them.) Be proud of your country’s right to 
stand once more with a serene and lifted brow 
among the old-world nations. 

North {passionately). —But can her glory atone to 
us for our many dead ? The victory of truth and 
right is great, but greater is the loneliness for those 
whose places cannot be filled. 

South. —And to us, who have not even the glory, 
whose desolate homes and heavy hearts come from 
a cause defeated, what can be left to us but grief 
for our dead ? 


MEMORIAL DAY. 


114 

America .—There is left to you that which outlives 
the sorrow, the love that enshrines them. There is 
left their heroism, which History shall record for all 
the ages to come, there is left the liberty they fought 
for? There is brought to you what you never had 
before, the sympathy which binds you close to¬ 
gether, my children, across the barrier the cannon¬ 
ball has torn down. Together twine your wreaths 
for your loved dead, and let sweet Memory ( enter 
Memory from left , clad in soft white , trimmed with 
smilax ) come to aid you in your task. 

Memory . 

(As she recites the poem, North and South hang garlands upon the cannon, 
forming tableau.) 

By the flow of the inland river 

Whence the fleets of iron have fled, 

Where the blades of the grave-grass quiver, 
Asleep are the ranks of the dead. 

Under the sod and the dew, 

Waiting the judgment-day, 

Under the roses the Blue, 

Under the lilies the Gray. 

And with an equal splendor, 

The morning sun-rays fall, 

With a touch impartially tender, 

On the blossoms blooming for all. 

And when the summer calleth 
On forest and field of grain, 

With an equal murmur falleth 
The cooling drip of the rain. 

No more shall the war-cry sever, 

Or the winding river be red ; 

To hush our anger forever 

Will rise the thought of our dead. 

Under the sod and the dew, 

Waiting the judgment-day, 

Love and tears for the Blue, 

Tears and love for the Gray ! 

— Finch , 


ZOUAVE DRILL. 


Ii 5 

America .—The sorrows born of those stormy 
days will sink to rest in the hours of peace that fol¬ 
low ; the strife that came in the footsteps of discord 
has been stilled, but, through the passing sorrow and 
the strife, the vision of our country holds its high 
ideal unmoved. 

Bow down, dear Land, for thou hast found release ! 
Thy God, in these distempered days, 

Hath taught thee the sure wisdom of His ways, 

And through thine enemies hath wrought thy peace ! 

Bow down in prayer and praise : 

No poorest in thy borders but may now 

Lift to the juster skies a man’s enfranchised brow. 

O beautiful ! my country ! ours once more ! 
Smoothing thy gold of war-dishevelled hair 
O’er such sweet brows as never other wore. 

And letting thy set lips, 

Freed from wrath’s pale eclipse, 

The rosy edges of their smile lay bare. 

What word divine of lover or of poet 
Could tell our love or make thee know it, 

Among the nations bright beyond compare ? 

What were our lives without thee ? 

What all our lives to save thee ? 

We reck not what we gave thee ; 

We will not dare to doubt thee ; 

But ask whatever else, and we will dare ! — Lowell . 

(Curtain.) 


Zouave Drill. 

Arranged by the author of “ Preston Papers.” 

For a company of twenty-five primary boys—or any odd number—one to act as 
captain. Band composed of such instruments and “ make-believes ” as are most 
readily obtainable—drum, fife, mouth-organ, bones, cymbals, etc., with piano or 
organ accompaniment. 

COSTUMES. 

Zouaves. —Bright red pants (Arab style) and caps ; blue sashes and jackets ; 
legets of leather-colored cambric ; light calico shirt-waists under jackets. 

Captain , same as zouaves with addition of gilt braid (or paper) on edge, sleeves, 
and shouider of coat and across the front in graded stripes; white gloves ; gilt 
band on cap. For guns, broom-sticks, cut to required length, may be used. Cart¬ 
ridge boxes may be of pasteboard, covered with cambric. 

Band. —Any fancv costume that will blend the na^onal colors—for instance. 



n6 


MEMORIAL DAY. 


“ soldier ” blue pants with red braid down outside seam ; navy-blue cap and 
jacket ; white gloves. 

Drum Major. —Gorgeous as possible—to imitate the real article. 

Girls. —White cheese-cloth dresses, all made in same style—any simple, old- 
fashioned cut ; red slippers and stockings—any ordinary slippers can be covered 
with red cloth ; blue cheese-cloth sashes. Carry small flags. (The red and blue 

DEFINITIONS. 

1. Position. Heels on same 
line; feet turned out about 
equally and forming an angle 
of about fifty degrees; knees 
straight; body erect ; shoulders 
square; arms hanging easily; 
head to front. 

2. Rest. Silence not required, 
nor fixed position of any part of 
body except left heel, which must 
be kept in place. 

3. Attention. Zouave takes 
position, remains motionless, and 
fixes attention on the captain. 

4. Eyes Right. Turn the head 
slowly so as to bring the inner 
corner of the left eye in line with 
coat buttons. Left is reverse. 

5. Eyes Front. Turn head so 
that nose is in line with buttons. 

6. Face Right , Left, or Front. 
Same as 4 and 5. 

7. Salute. Right hand raised, palm down, arm 
extended and horizontal; bring hand slowly to lower 
edge of cap, turn head a little to left, looking toward 
person to be saluted ; bring hand and arm back to 
position slowly and gracefully, and head to front. 

8. Parade Rest. Carry right foot slightly to rear, 
and bend left knee; clasp gun lightly with both 
hands in front of centre of body. 

9. Mark Time. Make a show of marching, with¬ 
out advancing. 

10. Forward. Throw the weight of the body 
upon the right leg without pending the other knee. 








ZOUAVE DRILL. 


117 

11. March. Begin with left foot, carrying each 
alternately to a stated distance forward, without 
crossing or hitting the legs. 

12. Halt. Stop instantly, feet side by side. 

13. Change Step The hollow of the right foot is 
placed against the heel of the left, the zouave then 
stepping with the left. (Change on right foot is 
similar.) 

14. Back Step. Separate. Carry left foot straight 
to rear; half the company stepping back. 



15. Present Arms. Carry with right hand in front 
of centre of body ; grasp with left hand six inches 
above right. 

16. Support A ^ms. Pass from right hand to left 
arm, which bends at elbow, holding stick vertical and 
close to body; left arm from elbow crosses stomach 
horizontally. 

17. Order Arms. Grasp with left hand, let go 
with right ; lower to ground at right side, regrasping 
with right hand, dropping left at side. 

; 18. Carry Arms. Raise vertically with right, at 
same time gra>pingwith left above right; carry in 



n8 MEMORIAL DAY. 

front of centre of body—then resume with the right 
hand, dropping left hand by side. 

19. Charge Bayonet. Bend left knee slightly; 
drop stick into left hand; elbow bent; right hand 
grasping stick firmly, resting on hip ; body slightly 
forward; left foot advanced, stick pointing forward. 

20. Shoulder Arms. Raise vertically with right 
/hand ; place it against front of shoulder with inclina¬ 
tion to left ; rest it against back of head; left hand 
by side. 

21. Arms Port. Carry diagonally across front of 
body from right hip to left shoulder ; held firmly 
with both hands. 

22. Load. Bend left knee slightly ; drop stick into 
left hand, elbow against body; eyes toward motions ; 
take cartridge from box in rear, holding firmly. 

23. Ready. Raise as in charge. 

24. Aim. Bring to chin with both hands lightly; 
right near chin, left several inches ahead; body 
easily erect; head brought over so that eyes follow 
stick. 

25. Fire. Without lowering or turning head or 
moving stick, yell bang / 

(The entire manual of arms would be too long for 
some of the youngest pupils—but each teacher will 
select the portions adapted to her own school, and 
by omitting or repeating adjust the length of the 
drill to her own school; and so of the line of march 
4-if the platform is small, omit the fourth and fifth 
turns; but in all events, drill, drill , DRILL, DRILL, 
until the mechanical technique is instantaneous, uni¬ 
form, and perfect—for therein lies all the beauty of 
the panorama. 

DIAGRAM. 

1. Enter Band from left, playing “ Dixie ”—march¬ 
ing to rear of stage; stand at left of rear while 
zouaves drill. 

2. Zouaves enter from right near front, preceded 
by captain, followed by single file—ones and twos 


PROGRAM FOR MEMORIAL DAY. 119 

alternating. March across front; turn squarely; 
march back to right; then to left, and so continue 
until rear of stage is reached, captain facing right of 
stage. March up right side to front; across front 
to left. Captain commands : 

Halt; face front; position ; mark time ; back step. 
(Separate, the twos only, bringing them into rear. 
These should be the tallest;) attention ; salute. 

From here the drill may be “ according to discre¬ 
tion,” but, if the pupils are very young, too little 
rather than too much. Marching in double file 
down the centre, then separating, makes a pretty 
change; also reversing , one half crossing the stage 
from left to right in front, while the rest cross from 
right to left in rear. 

During the zouaves' march band plays “John 
Brown’s Body ”—but is quiet during drill. 

After zouaves march away, band follows, and girls 
march in in reverse order from that of zouaves; sing 
“ Brave Boys.” 

(Words and music may be had of Oliver Ditson 
Co., Boston ; 867 Broadway, New York.) 

Where girls are not obtainable, the school may 
sing. 


Program for Memorial Day. 

1. Opening song by the school —“ Decoration Day,” page 
43 of the Riverside Song Book. (Houghton, Mifflin 
& Co.) 

2. Speech or short essay by a pupil —“ Why we Celebrate 
Memorial Day in Our School.” 

3. Recitation by a pupil: 

THE BUGLE CALL OF GETTYSBURG. 

Where lay the lines of dark redoubt, 

The soldiers lie in slumber deep ; 

Night’s sentinels—the stars—shine out 
Above the mound of those who sleep. 



MEMORIAL DAY. 


130 


But at the morning’s ruddy break, 

When hangs the mist—a silver pall— 

The men of Gettysburg awake 
To hear ring out the bugle call. 

Above thy field, O Gettysburg ! 

The tears of love and honor fall. 

Wake, soldiers, wake ! your slumbers break l 
Ring out, ring out, the bugle call. 

They rise from storied vale and hill, 

Once more in spectral ranks they form ! 

Afar and near they gather still, 

As ’mid the battle’s lurid storm ! 

But now ’tis Peace, forever won ; 

And ’mid the hush that covers all 

There sounds along the line : “ Well done ! * 
While still rings out the bugle call. 

The Blue and Gray in friendship meet, 

And o’er the storied field again 

The legend of the fight repeat, 

With ne’er a thought of grief or pain, 

Till o’er that host by honor blest 
The shadows of the twilight fall; 

Then every spirit fades to rest 
Until the dying bugle-call. 

— M. H. Rosenfeld in the N. Y. World. 

4. Song and march by the school or a selected number of 
pupils —We’re Marching Thro’ Georgia.” 

5. Recitation by a pupil: 

THE BIVOUAC OF THE DEAD. 

The muffled drum’s sad roll has beat 
The soldier’s last tattoo : 

No more on life’s parade shall meet 
That brave and fallen few. 

On Fame’s eternal camping ground 
Their silent tents are spread, 

But Glory guards, with solemn round. 

The bivouac of the dead. 


PROGRAM FOR MEMORIAL DAY. 


I2X 


No rumor of the foe’s advance 
Now swells upon the wind ; 

No troubled thought at midnight haunts 
Of loved ones left behind ; 

No vision of the morrow’s strife 
The warrior’s dream alarms ; 

No braying horn nor screaming fife * 

At dawn shall call to arms. 

Their shivered swords are red with rust, 

Their plumed heads are bowed ; 

Their haughty banner, trailed in dust, 

Is now their martial shroud. 

And plenteous funeral tears have washed 
The red stains from each brow. 

And the proud forms, by battle gashed, 

Are free from anguish now. 

The neighing troop, the flashing blade, 

The bugle’s stirring blast, 

The charge, the dreadful cannonade, 

The din and shout, are past; 

Nor war’s wild note, nor glory’s peal, 

Shall thrill with fierce delight 

Those breasts that never more may feel 
The rapture of the fight. 

Rest on, embalmed and sainted dead. 

Dear as the blood ye gave, 

No impious footstep here shall tread 
The herbage of your grave ; 

Nor shall your glory be forgot 
While Fame her record keeps, 

Or Honor points the hallowed spot 
Where Valor proudly sleeps. 

— Theodore O'Hara. 

6. Composition on “ The Heroes of the Blue and Gray.' 1 
(Six of the most famous generals of the war, North and 
South, may form the theme.) 

7. Song —“ The Red, White, and Blue.” (A dozen 
pupils may be chosen to stand on the platform and sing 
the song, the whole school joining in the chorus. Those 


122 


MEMORIAL DAY. 


on the stage should each hold a flag and wave it at the 
beginning of each line of the chorus.) 

8 . Recitation by a pupil: 

THE soldier’s GRAVE. 

Soldier, rest ! thy warfare o’er, 

Sleep the sleep that knows not breaking; 

Dream of battle-fields no more, 

Days of danger, nights of waking. 

In our isle’s enchanted hall, 

Hands unseen thy couch are strewing ; 

Fairy strains of music fall, 

Every sense in slumber dewing. 

Soldier, rest! thy warfare o’er, 

Dream of fighting fields no more : 

Sleep the sleep that knows not breaking, 

Morn of toil nor night of waking. 

No rude sound shall reach thine ear, 

Armor’s clang, or war-steed champing ; 

Trump nor pibroch summon here, 

Mustering clan, or squadron tramping. 

Yet the lark’s shrill fife may come, 

At the daybreak from the fallow, 

And the bittern sound his drum, 

Booming from the sedgy shallow. 

Ruder sounds shall none be near, 

Guards nor warders challenge here ; 

Here’s no war-steed’s neigh and champing, 
Shouting clans or squadrons stamping. 

—Sir Walter Scott. 

9. Five quotations: 

a. When falls the soldier brave, 

Dead—at the feet of wrong— 

The poet sings, and guards his grave 
With sentinels of song. 

/ —Abram T. Ryan , 

h Green are the fields where heroes now lie sleeping. 
Fragrant the air with summer’s rarest gifts ; 

Soothed the fierce pain of hearts onc.e torn and bleeding; 
Time, blest consoler, soon the burden lifts. 


PROGRAM FOR MEMORIAL DAY. 


123 


c. I invoke all within the hearing of my voice to heed 
well the lessons of this “ Decoration Day,” to weave each 
year a fresh garland for the graves of some beloved com¬ 
rade or favorite hero, and to rebuke any and all who 
talk of civil war save as the “ last dread tribunal of kings 
and peoples.” —William Tecumseh Sherman. 

d. Here rest the great and good, here they repose 
After their generous toil. A sacred band, 

They take their sleep together, while the year 
Comes with its early flowers to deck their graves, 

And gathers them again as winter flowers. 

Theirs is no vulgar sepulchre, green sods 
Are all their monument: and yet it tells 
A nobler history than pillared piles, 

On the eternal pyramids. They need 
No statue nor inscription to reveal 

Their greatness. It is ’round them ; and the joy 
With which their children tread the hallowed ground 
That holds their venerated bones, the peace 
That smiles on all they fought for, and the wealth 
That clothes the land they rescued,—these though 
mute 

As feeling ever is when deepest,—these 
Are monuments more lasting than the fanes 
Reared to the kings and demi-gods of old. 

—James Gates Perciva* 

e. The honored dead l They that die for a good 
cause are redeemed from death. Their names are gath¬ 
ered and garnered. Their memory is precious. Each 
place grows proud for them who were born there. Tab¬ 
lets shall preserve their names, and the national festivals 
shall give multitudes of precious names to the orator’s 
lips. — Beecher. 

I 

10. The Decorators .—(A committee chosen before¬ 
hand to collect flowers, to contribute for the decoration 
of the graves, step to the platform laden with wreaths 
and bouquets. Each recites his selection in turn, and 
after the closing song dispose of the flowers in the man* 
ner arranged.) 


124 


MEMORIAL DAY. 


First pupil ; 

Bring roses and lilies, 
Bring violets blue, 

'Tis meet to make lovely 
The tombs of the true! 


Second pupil: 

Remember their vaior, 

In dangerous days, 
And yield them a tribute 
Of tenderest praise! 


Third pupil: 

Their warfare is over, 

Their sufferings are done, 
And they sleep in the slumber 
Their sacrifice won! 


Fourth pupil: 

Hail ! hail ! to the heroes, 

In honor they lie, 

With their deeds for a monument 
Topping the sky ! 

Fifth pupil: 

In song and in story, 

Till time shall grow old, 

The tale of their triumphs 
And toils shall be told ! 

Sixth pupil: 

Bring roses and lilies, 

Bring violets blue, 

’Tis meet to make lovely 
The tombs of the true ! 

—Susie M. Best. 

n. Closing Song by the school. —(Sung to the tune 

H Lang Syne.") 

Should glorious mem’ries be forgot, 

An’ never brought to min’, 

An’ all for which we bravely fought 
In Auld Lang Syne. 


THE BLUE AND THE GRAY. 


125 


Chorus '—For Auld Lang Syne, so dear, 

For Auld Lang Syne ; 

We’ll breathe the flow’rs o’ memory yet, 

For Auld Lang Syne. 

We’ve tramped the long and weary march 
We’ve formed the battle line ; 

But many a comrade’s mustered out 
Since Auld Land Syne. 

They died for our Columbia’s weal, 

The weal is mine and thine ; 

We owe the blessings of to-day 
To Auld Lang Syne. 

Immortal fame their valor won, 

Shall bright and brighter shine ; 

We’ll keep in heart an’ mind the days 
Of Auld Lang Syne. 

So here’s a hand, my soldier friend, 

An’ giv’s a hand o’ thine ; 

We’ll join in flow’rs and tears to-day 

For Auld Lang Syne. —Lu B . Cake . 


The Blue and the Gray. 

By I. J. C. 

Grandmother Allen. 
j-'Sisters. 

Herbert —(Their Brother). Time. — Morning. 

Jack —(His Friend). 

Note. — Costumes. —The costumes of the girls and boys may be conventional 
apparel. The grandmother should wear a simple black dress with white muslin 
around neck : nd crossed in front, and cap of same. False curls, powdered with 
corn-starch, may be pinned to the inside of cap. These, with spectacles, complete 
the costume. In order to make the face look older the eyebrows and lashes can 
be whitened with ordinary powder and the wrinkles of forehead and mouth pro¬ 
nounced by black lines made with crayon, etc. 

Setting. —In setting the stage, if it be impossible to set a window and there be 
a door, let the last scene at the window take place at the door. Should both be 
impossible, two curtains hung at the side can take the place of either. 

This might easily be played by four girls by changing the names and one or two 
of the attitudes suggested for the boys. 

Scene I. 

Family sitting-room. In foreground , on the left , a tablt 
with sewing basket j to right of table , a rocking-chair 


Characters. 





126 


MEMORIAL DAY. 


Door at back, left centre ; window with curtain at right . 
Grand?nother discovered seated in roc king-hair sewing but - 
tons on Herbert's jacket. Herbert stretched on floor, in shirt 
sleeves, with head buried in hands, studying aloud. 

Herbert. —“ No more shall the war-cry sever, 

Or the widening rivers be red ; 

Our anger is ... is {looks at book), 

Our anger is banished forever 
When are laurelled the graves of our dead.— 
Under the sod and the dew, [(Intently!) 
Waiting the judgment-day— 

Love and tears foi the Blue, 

Tears and love for the Gray ! ” 

There {throws book to back of stage). I know it at 
last. It took me a long time, though ( stretches ), and 
now I’m so mixed, grandma, that I don’t know which 
soldiers were the Blue or which were the Gray. 

Grandmother. —The Confederates wore the gray uni¬ 
form and the Union soldiers wore the Blue. 

Herbert. —O, yes, I remember now. There’s a picture 
of Grant in this book {gets up and takes book off shelf or 
table at left and opens it), and he has on the blue uniform, 
or at least I colored it blue with my crayons. 

Grandmother. — {Shakes her finger at him.) Will you 
remember your piece to-night, Herbert ? 

Herbert. —I think so. What are the girls going to do ? 
{Puts book back, walks down stage, and stands with back to 
audience.) 

Bess. — {Outside.) Where is grandmother? 

Jane. — {Outside.) Let’s look in the sitting-room— 
{both girls enter, Jane first!) Ah ! Here she is {runs to 
grandmother, throws her arms around her. In doing so 
knocks off glasses and disarranges cap.) 

Grandmother. —Be careful, Jane, you are so strong ! 

Jane.—{Shen vs hand bound up in handkerchief.) 

Bess.—{Enters with apron full of flowers.) Do look, 
grandmother, at these beautiful flowers we have been 
picking to carry this afternoon. 

Grandmother. — {Looking into apron!) How beautiful. 

Jane. — {Leaning on back of grandmother s chair.) Yes, 
they are very beautiful. But every one has a beautiful 


fHE BLUE AND THE GRAY. 


I27 


thorn too ( looking at l)a?id ). All but the one whose thorn 
I’ve got. 

Bess.—(Walking to centred) But you would grab them, 
Jane ( lets flowers fall into a heap on the floor). Come, let's 
make the bouquets. ( All three sit on the floor around the 
flower si) 

Jane. —Oh, I forgot, Herbert, Jack is looking for you 
in the garden. Go call him. 

Herbert.—(Gets up and walks to door.) Jack ! Hello ! 
Come up— (looks at girls) and tease the girls. (Girls 
exchange glances.) 

Jack.—(Stands at door embarrassed , Herbert pulls him 

in.) 

Grandmother. —Come in, Jack. We ar.. all glad to see 
you. See, the girls are arranging the dowers for the 
soldiers’ graves. You can help them, I am sure. 

Jack.—(Takes off cap, Herbert puts it on chair and both 
sit down with girls.) Mother said she hoped you would 
come over with the girls this evening to our party, Mrs 
Allen. 

Grandmother. —Your mother is very kind, Jack, I shall 
come if I can. So it is to be a Memorial evening. 
What are jytf&r going to do ? 

Jack. —Well, mother said you knew all about how 
Memorial day began and maybe you would tell me 
something nice to do. 

Bess. —Yes, and she must help us, too. Just think, the 
party is this evening, and Jane and I haven’t a thing. 
Herbert has a piece to speak, about the Blue and the 
Gray. 

Grandmother. —I have another pretty one for Jane, 
and, Bess, you must sing. 

Herbert.—(Covers ears with hands.) 

Jack. —Mother wants a motto to put at each plate. 
I’ve got one for her (takes paper out of pocket and re ad si) 
“ If any man attempts to haul down the American flag 
shoot him on the spot.” 

Herbert. —That’s good, Jack. How would you like, 
u Give me liberty or give me death ”? 

Jack. —Give me a pencil. (Writes on paper. Both 
girls jump up and get books and sit down again.) 

Bess.- ~ Here’s mine : “ Don’t give up the ship.” 


128 


MEMORIAL DAY. 


Jane. —And here is mine : " I regret that I have but 
one life to give to my country.” 

Grandmother. —I think that is the best of all, Jane. 

Herbert. —Do you know how many shots are fired in 
the salute at a soldier’s funeral, Jack ? 

Jack. —Yes. Three rounds of blank cartridges, with 
the muzzles pointed up, of course, ( gets up from floor and 
imitates the salute , then straddles a chair , leaning chin on 
back of it.) And they wrap the soldier’s body up in the 
flag he fought for. 

Bess.—(Gets up and puts back books.) 

Jane. —It makes me feel so sorry to see the officer’s 
horse all saddled and being led behind the hearse. 

Bess.—(Leaning over gra?idmother's chair.) Do you 
think war is right, grandmother? It seems so cruel. 

Grandmother. —It is very cruel, dears, and some day 
let us hope we won’t have to have any at all. 

Jane. — (Gets up and k7ieels at grandmother's feet.) But 
you were going to tell Jack about your first Memorial 
day. 

Grandmother. —Yes. So I was. It was not called 
Memorial day then. (She stops sewing.) I was about as 
old as your mother. Jack, a long time ago. (Sighs.) 
When the war broke out, my boy Phil was at college in 
the North and Tom was at home in Columbus with the 
girls and me. Phil thought the North was right, so he 
joined the Blues. Tom thought the South was right, 
and fought with the Grays. (Takes off glasses and wipes 
them.) 

Herbert. —How old were they ? ( With bunch of white 

flowers in one hand and red in the other, gets up a?id walks 
behind chair to right of table , carelessly puts flowers on 
table , and leans his face on his hand.) 

Grandmother. —Tom was nineteen and Phil was twenty- 
one. 

Herbert. —And they were both killed ? 

Grandmother. —Yes. (Bess drops flowers and listens?) 
Yes, they brought Phil to me in the winter and my 
bonnie Tom in the spring. We buried them side by side. 
Those were very sad days, children. And while the wai 
went on we were thinking always of the brave boys sleep¬ 
ing in the church-yard. There were so many sleeping 


THE BLUE AND THE GRAY. 


129 


there. When the spring came again, like Jane and Bess, 
I gathered flowers to dress the graves. My friends 
joined with me and every year did the same. This was 
the beginning of Memorial day. 

Jane .—What made them choose the 30th of May. 

Grandmother .—Some say it was because on that day 
the last soldier of the Union Army in the last civil war 
was discharged. (.Motions to Herbert and helps him on 
with his coat ,) 

Jack .—Mother said it was in Columbus that they first 
decorated the Confederate and the Union graves alike. 

Grandmother .—Yes, you see they were both my boys, 
no matter what colored uniform they wore. 

Bess. —I’m so glad you thought to do it, grandmother, 
dear. See, here we have all the red flowers and here all 
the white; which shall be for the Union men? 

Jane .—The red. 

Herbert .—And the white for the Confederates. 

Bess. —All right ! Come, help me gather them up and 
put them in water. 

Herbert.—(Crosses back to girls and assists. Jack and 
Jane do the same.) ( Outside.—voices singing softly “ We 
are tenting to-night.") 

Grandmother.—(Picks up white and red flowers and 
blends them together and buries her head in them on the 
table.) 

(Curtain.) 

Scene II.—Same as before. Time. —Afternoon. 

Jane.—(.Enters slowly with books. Studying to herself 
and gesticulating. Continues to walk up and down centre 
of stage.) 

Herbert.—(.Enters hurriedly and picks up book from 
floor , where he had thrown it in the morning , and begins to 
pace the floor , studying to himself.) 

Jane.—(Not seeing Herbert, walks across and runs against 
him. Both say “I beg your pardon ! " then turn in opposite 
directions and continue to study as before.) 

Jack.—(Enters with both hands in pockets and hat pulled 
over his eyes. Shakes head energetically , stands for a mo¬ 
ment and in dumb show recites. Then walks up and down 
centre of stage. Tur?is to right and runs against Jane. 


130 


MEMORIAL DAY. 


Turns to right and runs against Herbert. All three stand 
looki?ig at one another) 

Bess. — (Outside, singing “ The Star Spangled Banner.") 
All three turn backs to audience and clap their hands 
over their ears. 

Herbert. —Who can study in a place like this ? 

Jack. — (Looking at watch) Only fifteen minutes be¬ 
fore the procession passes. 

Jane. —I’m going mad. (Seats herselj in rocking-chair .) 
Bess.—(Still singing outside) 

Jack. —Please hear my piece, Jane. 

Jane.—(Rocking Jrantically to and fro) Can’t. Don’t 
know my own. 

Jack. —Herbert, won’t you ? 

Herbert. — (Sitting on table) Have forgotten all l 
learned this morning (continues to study). 

(All three now study aloud—trying to drown Bess's voice. 
Bess — outside , still singing) 

Herbert. —Bess ! (loud .) 

Jack. —Bess ! (louder) 

Jane. —Bessie-e-e ? (loudest) 

Bess.—(Stops singing) 

Herbert. — What are you trying to do ? 

Bess. — (Outside) Sing. 

Herbert. —Well, it’s a noble effort, but in the name of 
pity be satisfied with the effort. 

Bess. — (Enters very dignifiedly) You are very rude, 

Mr. Herbert. Here, Jack, are some more facts for the 
party to-night (hands him an envelope containing slips) 
Jack.—(Opens envelope and reads slip) “ The first 
legislative action was taken by the State of New Jersey.” 

“ The first State to declare Memorial day a legal holi¬ 
day was the State of New York.” 

“ The United States never has declared it a legal holi¬ 
day, but both houses when in session adjourn ‘ as a mark 
of respect to the memory of our illustrious dead.’ ” 
Thank you, ever so much, Bess, they are splendid. I 
did not know anything about the United States never 
having declared it a legal holiday. 

Jane. —She didn’t have to, everybody was ready. 
Herbert. —Yes, and so are we. (Both boys don their 
hats) 


THE BLUE AND THE GRAY. 


131 

(.Muffled drums heard outside. All rush to the window.) 
Get your things on, girls. (All throw books on table, 
Bess and Jane exeunt—both trying to get through door at 
the same time?) 

Herbert and Jack.—(Run around the room in a circle 
looking for hats under tables, etc., etc.) 

Herbert .—Do you see it ? 

Jack .—What ? 

Herbert .—My hat. 

Jack.—(Looks at him and laughs.) Yes. 

Herbert. —Where ? (Looking around again?) 

Jack .—Oh !—Oh !—Oh !—On your head. 

Herbert.—(Indignantly .) You think you’re very funny, 
don’t you ? What were you looking for ? 

Jack .—Mine. 

Herbert .—There it is. 

Jack .—Where ? 

Herbert.—(Laughing very heartily.) On your head 
(imitating Tack's voice). 

Jack.— Oh ! 

(Drum outside.) 

Bess and Jane enter with hats and flowers. Louder 
sound of drums. 

Herbert .—Here they are ! Hurry up, girls ! 

Outside.—(Singing “ Marching through Georgiain 
which all join , the boys waving caps and the girls standing 
on chairs waving handkerchief s andflowers over boys' heads.) 

(Curtain.) 


I 


« 


«.» \ 
t 


PART V. 

jfouvtb of Jul^. 


The Nation’s Birthday. 

Wake her with the voice of cannon—give her colors to 
the morn ! 

Make the day right glorious that saw the nation born ; 

Born to a life supernal like the bird of storied fame— 

From the ashes of dead empires springs her altar’s sacred 
flame. * 

How bright the skies above her ! how fair her broad do¬ 
mains ! 

How rich the warm life-current that courses through her 
veins ! 

Her young brow fronts the nations with a promise half 
divine, 

From the frozen hills of Norway to the land of oil and 
wine. 

And Teuton, Celt, and Saxon, cowed down with toil and 
care, 

With longing eyes look westward and bless her unaware. 

Wake her with the voice of cannon—fling her colors to 
the breeze, 

From her mountains and her cities and her ships upon 
the seas, 

And wreathe her shrine with garlands and crown her 
brows with ivy, 

’Tis the nation’s celebration—’tis Freedom’s natal day. 

—Elizabeth M. Griswold, 


132 



TOMMY’S RIDE. 


*33 


Tommy’s Ride. 

(Recitation for the primary grade.) 

The crackers cracked ; the guns went bang; 
Folks shouted ; and the bells they rang; 

All hearts were full of joy aud pride, 

When Tommy took his famous ride. 

It wasn’t in a big balloon 

That he sailed up to meet the moon; 

But all the money in his pocket 
He spent upon a single rocket. 

He planted it against the wall, 

And there it towered, slim and tall; 

Then silly Tommy—such a trick !— 

Must tie himself fast to the stick. 

Whizz ! went the rocket in the air; 

The people stopped to wildly stare ; 

The dogs they barked with all their might, 

But Tommy soon was out of sight. 

The old man in the moon looked out 
To see what it was all about; 

Said he to Tommy, “ Is that you ? 

Come in and see me,—how d’ye do?** 

Away went Tommy, fast and far; 

He tried to catch a pretty star; 

He saw the clouds go sailing by, 

Like boats of pearl along the sky. 

But soon he slower went, and then— 

Down, down, he fell to earth again ! 

Down, down :—the old man in the moon 
Said, “ Call again some afternoon.” 

Down, down ; sweet faces o’er him beam! 

How lucky this was all a dream ! 

Safe in his little crib he lay ; 

And it was Independence Day. 

—George Cooper . 


*34 


FOURTH OF JULY. 


What Constitutes a State. 

(To be spoken with emphasis.) 

What constitutes a state ? 

Not high-raised battlements or labored mound, 
Thick wall or moated gate ; 

Not cities proud, witd spires and turrets crowned , 

Not bays and broad-arm ports, 

Where, laughing at the storm, rich navies ride, 

Not starred and spangled courts. 

Where low-browed baseness wafts perfume to pride 

No—men—high-minded men— 

With powers as far above dull brutes endued, 

In forest, brake, or den, 

As beasts excel cold rocks and brambles rude; 

Men, who their duties know, 

But know their rights, and, knowing, dare maintain, 
Prevent the long-aimed blow, 

And crush the tyrant while they rend the chain : 

These constitute a state ; 

And sovereign law, that state’s collected with, 

O’er thrones and globes elate, 

Sits empress, crowning good, repressing ill. 

—Sir William, Jones. 


Stand by the Flag. 

(If * new flag is to be raised let this recitation be given a prominent place on the 

programme.) 

Stand by the flag, its folds have streamed in glory, 
To foes a fear, to friends a festal robe, 

And spread in rhythmic lines the sacred story 
Of freedom’s triumphs over all the globe 

Stand by the flag, on land, on ocean billow, 

By it your fathers stood, unmoved and true ; 
Living, defended ; dying, from their pillow. 

With their last blessing, passed it on to you. 



INDEPENDENCE BELL. 


135 


Stand by the flag, though death-shot round it rattle, 
And underneath its waving folds have met, 

In all the dread array of sanguine battle, 

The quivering lance and glistening bayonet. 

Stand by the flag, all doubt and treason scorning, 
Believe, with courage firm and faith sublime, 

That it will float until the eternal morning 
Pales in its glories all the lights of time. 


Independence Bell. 

(Recitation for a boy.) 

Old birthday bell of freedom ! 

The scar upon thy side 
Is sacred as the battle-wound 
Of which a conqueror died; 

'Twas when thy war-song sounded 
A people burst their chain, 

And Tyranny heard astounded 
The death-knell of his reign. 

Enough, O tuneful prophet ! 

On Independence morn, 

When north and south thy clanging mouth 
Proclaimed a nation born, 

If to a hundred cities 

The song such news could teK 
Had been thy nunc dimittis , 

Thy music’s own farewell. 

For bell no prouder tidings 
E’er pealed to patriot ears, 

Nor voice a gladder message spoke, 

Than thine in all the years. 

The lips that once such burden 
Of joy to millions bore 
Earned well the golden guerdon 
Of silence evermore. 

Thou stand’st like some gray singer 
In fame forever young. 

Time’s mildews streak thy rifted cheek, 

Its rust thy tuneless tongue; 



136 


FOURTH OF JULY. 


But the brave old proclamation 
In echo lives, and will 
To each new generation 
Repeat thy story still. 

And long thy throne of honor 
For thee shall patriots claim. 

Beneath th’ historic campanile 
Where swung thy brazen frame, 

And bless that ancient morning 
When thy grand voice on high 
Rang once Oppression’s warning, 

And Freedom’s battle-cry. 

Thcron Brown, in Youth's Comt&uoa. 


Flag of Our Nation Great 

(Sing this to the “ Italian Hymn.'*) 

Flag of our nation great. 

Waving in every state, 

We love, adore; 

Emblem of purity, 

Emblem of unity, 

Emblem of liberty 
From shore to shore. 

Stars, stripes, and colors thieet 
Blending in harmony. 

For thee we stand ; 

No foe will ever rend 
The flag which we defend 
Unto the bitter end, 

With heart and hand. 

Our flag will never fail, 

Freedom to those who hail, 

From foreign shore ; 

In freedom’s sacred voice, 

Let every one rejoice 
Who make our flag their choict 
For evermore. 



BOYS’ MARCHING SONG. 


Wave still in lofty air, 

O wave thou everywhere, 
On land and sea ! 

Aloft on pole and spire, 
Pride of each son and sire, 
Keep all our hearts on fire, 
Flag of the free. 


Marching 




(This may be sung to “ Only an Armor Bearer.) 


Proudly a schoolboy in the ranks I stand, 

Waiting to hearken to the next command: 

Marching or halting, if the order be, 

Every act of duty doing faithfully. 

Chorus after verses i, 2, and 3. 

Hear now the signal sound, hark to the call; 
Lightly, with steady tread, step one and all. 

Surely my teacher may depend on me, 

For in the vanguard of the class I’d be. 

Promptly I'm always in my place at nine ; 

Every endeavor to be there is mine : 

“ Present early,” when the roll is called, I’ll try 
To be ready then to answer “ Here am I.” 

Boldly to stand up, boys, for teacher and school, 

Ever to do right is the standing rule. 

With earnest, strict attention to our work, we may 
Win distinction on examination-day. 

Ever a scholar—for the whole world’s a school, 

With pupils of both sexes it is always full. 

God grant that when at last the signal’s given, 

“ Forward,” will the order be, “ March direct to Heaven.’* 

Chorus after last verse. 

Then may the trumpet sound “Upward” the call, 

“ Glory is waiting and a bright crown for all.'* 

If in life’s schoolroom to our trust we’re true, 

Ours will be the honors in that grand review. 


— W. G. Williams. 



138 


FOURTH OF JULY 


The Poets’ History of America. 

By Clara E. Cooper. 

(Thi> dialogue is for twelve persons. In a mixed school the smaller children 
could learn the short verses. Or it may be given by eight persons, one pupil re 
citing all the connecting verses. “ The Landing of the Pilgrims ” may be found 
in Monroe’s Fourth Reader ■ “ The Landing of Columbus ” and “ Barbara 
Fritchie,” in the Fifth, and “ Paul Revere’s Ride,” in the Sixth. “ Independence 
Bell” is in Franklin’s Fifth Reader, and “ Abraham Lincoln,” in Byrant’s Poems.) 

First voice. 

Come, lay for a while your work aside, 

And listen, great and small, 

To the history the poets give 
Of this country dear to us all ; 

Of America, the land of the free, 

The home of the brave and of liberty, 

With its rugged mountains and plains without bound, 
The fairest land in the world to be found. 

Recitation : “ The Landing of Columbus." 
Second voice. 

Suppose two centuries passed away 

And Jamestown built on Virginia’s soil, 

Indian raids and harvests small, 

Scant reward for incessant toil; 

Behold, in a region further north, 

A band of exiles stepping forth, 

And on New England’s rocky ground 
Erecting their cities, now world renowned. 

Recitation : “ Landing of the Pilgrims.” 

Song : “ New England?s Hills." 

Third voice. 

See thirteen colonies quickly form 
And the Indian power fast decrease, 

The rulers appointed by England’s king 
From petty tyrannies never cease ; 

Laws unjust, like the Stamp Act, passed, 

The tea into Boston harbor cast, 

The war for independence begun, 

And the opening battle at Lexington, 


THE POETS' HISTORY OF AMERICA. 


139 


Recitations: “ Paul Revere's Ride" “Independence 

Bell" 

Fourth voice. 

And now behold the thirteen States 
Joined in one as a nation free, 

Acknowledged by European powers, 

E’en by England, queen of the sea , 

But jealous of our growing fame, 

Again with her armies England came. 

To be driven back to her home once more, 

Beaten as badly as before. 

Now list to the song a poet wrote, 

While prisoner held on a British boat. 

Song : “ The Star Spangled Banner." 

Fifth voice. 

See the Barbary pirates brought to terms 
And the war with Mexico over and done, 

Gold in California found, 

And many new States to the Union won ; 

And then, alas ! see the States secede, 

Hear the cry of the slaves who for freedom plead. 
And opposing armies of gray and blue 
Fight for a cause each holds as true. 

Recitations : “ Barbara Frietchiep “ The New Yeat 
Vision ,” “ Abraham Lincoln." 

Sixth voice. 

Soon followed days of prosperousness, 

When Peace and Plenty our land did bless ; 

The giant Steam with its rapid motion 
Connected the East and the Western ocean ; 

The electric cable the waves below 

Makes us friends with the land that was once our foe. 

United in brotherhood see us stand, 

And claim first rank for our native land. 


Song : “ America." 


140 


FOURTH OF JULY. 


The Flags of Our Country. 

By L. M. Hadley. 

(Ordinary room, with a girl in a chair beside a table, studying.) 

Girl: I like a poem or a song, 

A bit of romance can’t be wrong, 

With just a hint of mystery, 

But, oh ! this tiresome history. (Yawns.) 

What do I care for buried ages, 

The dry details and stupid pages 
Of battles fought, and bloody wars, 

Of olden customs and old laws, 

Each one a shade worse than the last ? 

Why should I care for that old past ? 

Its ancient tales are naught to me: 

The present hour is all I see. 

(Studies ; then looks around and yawns.) 

O, dear ! how study hours lag ; 

Little I care for that old flag, 

And, yet, alas ! much to my sorrow, 

That is the lesson for to-morrow. 

I’m sleepy now as I can be, 

But that first question, let me see, 

Now, when Columbus found this world, 

What was the flag he first unfurled ? 

What flag? (There, see me yawn again!) 

I suppose it was the flag of Spain.— 

* , 

No use to study now, I know, 

For while my head keeps nodding so 
I hardly know what I’m about, 

And jumble facts, without a doubt. 

I think I’ll take a little nap, 

I’ll study better then, mayhap. 

(Leans back in chair and falls asleep. Music outside, “Red, 
White, and Blue." Enter Columbia and Goddess of 

Liberty.) 


THE FLAGS OF OUR COUNTRY. 


14 x 


Goddess: O fair Columbia ! why are you here ? 
Columbia : To-day is the grand review, my dear. 
Goddess : The grand review. Now what is that, pray ? 
Columbia : Oh, once each year on Columbia’s day ! 

The flags we’ve used since the nation begun 
Go marching before us every one. 

Now here is a seat, fair goddess, for you, 

To watch these flags while they pass in review. 

And I know, by the strains of music I hear, 

That the gay little company soon will appear. 

Yes, here they Tall come, I know them full well ; 
Question them now, and their names they will tell. 


(Enter ten girls carrying flag si) 



Goddess: Who is this all in white and 
green 

Comes sailing over the sea ? 

First Flag: I am the flag Columbus bore 
On his voyage of discovery. 

This cross the symbol of the faith 
Borne to an unknown land, 

These crowns, and letters Y and F, 
Isabella and Ferdinand. 


Columbia: Pass on, O flagyour work is done, 
Give place unto another one. 



Goddess : In white and scarlet, now 
what comes ? 

With castle turrets bold, 

And rampant lions blazoned there, 
What flag do I behold? 

Second Flag: When Columbus and 
his little fleet 

Sailed over the western main, 

He planted me on the land he found, 
And I am the flag of Spain. 


Columbia : O stately flag ! as you pass by. 
We turn a leaf of history. 



















142 


FOURTH OF JULY. 


Goddess : Ay ! and for us a glorious leaf. 

But what's the next flag given ? 

Third Flag : I sailed with Cabot over 
the sea 

In fourteen ninety-seven. 

St. George’s cross, old England’s flagl 
In red and white I come ; 

Ask of the storied years my deeds, 
Not one of them are dumb. 

When, freighted with a nation’s weal, 

The Mayflower sailed the sea, 

Then from her mast this flag of mine 
Was flying fair and free. 

Goddess: But who is this that’s just behind ? 

The same, yet not the same. 

Fourth Flag: I am another English 
flag 

That with the Mayflower came. 

I, from her maintop in the breeze, 
All red and white and blue, 
England’s and Scotland’s “ Union 
Jack,” 

Above the other flew. 

Third and Fourth Flags together : 

We planted on this western soil 
Our colors brave and true, 

And ’neath our fostering folds at length 
A mighty nation grew. 

But when, in place of mother-love, 

It felt old England’s frown, 

From every staff throughout the land 
The English flag came down. 

Columbia: O flags ! ye did your work right well, 
Now let the next his story tell. 




























THE FLAGS OF OUR COUNTRY. 


143 


Goddess : Ah, that old time ! It stirs 
my blood, 

And makes my pulses thrill. 

Now what is this I look upon ? 

The flag of Bunker Hill. 

Fifth Flag : My field is blue as sum¬ 
mer skies, 

While red as ruby wine 
Is the cross upon the union white, 
With one green and stately pine. 

I waved above our men that day 
We met defeat ; yet still 
I saw the redcoats more than once 
Go flying down the hill. 

Columbia : That day shall live in history. 

O flag of Bunker Hill ! pass by. 

Goddess: O look ! What curious flag now comes ? 
Tell me what this may be ? 

Sixth Flag : I am the flag our vessels 

bore, 

When fighting on the sea : 

A stately pine on snowy field. 
Would’st know the legend given ? 
The words, writ so that all may read, 
Are “ An Appeal to Heaven.” 

y work by sea was bravely done, 

pass now to another one. 

* 

Goddess : A crescent white on field of 
blue. 

Is it an Eastern flag I see ? 

Why bears it then upon its folds 
The fair white legend, Liberty ? 

Seventh Flag : No Eastern flag am 1 , 
but once, 

Where Charleston stands beside the 
sea* * 



ANAPPEALToHEAVFN 































144 


FOURTH OF JULY, 


On South Carolina’s sea-washed shore, 

My blue folds floated fair and free. 

Columbia: That olden time shall live for aye, 

But pass ye on, ye may not stay. 

Goddess: What flag is this that now appears, 

On which, with bated breath, 

The words I read on field of v/hite 
Are “ Liberty or Death ? ” 

It bears a staff and Phrygian cap, 
Crossed by an unsheathed sword, 
Beneath these words. Above what 
field 

Hath this old flag once soared ? 

Eighth Flag : I waved o’er White 
Plains on that day 
In which they met defeat, 

And sadly then, with drooping folds, 

I followed their retreat. 


LIBERTY®* DEATH 



Colu??ibia : That fatal day. I mind it well, 

What story does the next flag tell ? 

Ninth Flag: I am the flag of Wash¬ 
ington ; 

When Britain’s flag came down, 

The Union Jack and thirteen stripes, 
I waved o’er Boston Town. 

Te?ith Flag: And I’m the flag that 
Congress said 

Should wave above your head ; 

I’ve thirteen stripes for thirteen States, 
Alternate white and red. 


twa 










1 l 

rnmniiAiiflUimmivnnHiiiiiiiBiiimirniiiun 


u 





I first in seventeen seventy-seven 
Above the nation flew, 

Then my union bore just thirteen 
stars 

Upon a field of blue. 


And since that time, with every State, 
We’ve added? one star more. 





































THE FLAGS OF OUR COUNTRY. 


145 


Till now, though stripes are still thirteen, 

The stars are forty-four. 

Columbia and Goddess of Liberty: 

Oh, as Time’s flying feet speed on, 

Till century after century’s gone, 

Then as these flags pass in review, 

Still shall that dear red, white, and blue 

Above them all wave glad and free, 

- And not one star shall missing be. 

(Soft music outside. “ Star Spangled Banner.") 
But hist ! that music soft and low 
Now tells us it is time to go. 

We part until another year, 

And then, once more we’ll meet you here. 

List to that music’s magic spell. 

And so, brave flags, farewell—farewell. 

(Allpass out.) 

(Girl wakes and looks around as if in search of some one. 

Theyi she speaks.) 

Do I wake or sleep ? O ’twas but a dream ! 

And yet how real it all did seem, 

Those gay flags passing in grand review, 
Marching together two by two. 

And, O ! how my heart leaped up with pride, 

As high over all there floated wide, 

That banner we know, that where’er it be, 

’Tis the sacred symbol of liberty. 

The red and white of its stripes proclaim 
How first we were joined with a common aim ; 
The stars of white on a field of blue, 

That we still are joined in a union true. 

It speaks to us, and to all the world, 

Wherever we see its stripes unfurled, 

Of heroes and patriots living and dead, 

And their glorious deeds of which all have read. 

And tells us, as long as life shall last, 

To be true to the work it has done in the past, 


146 


FOURTH OF JULY. 


'Tis our covenant sure, while life shall be, 

With justice, honor, and purity. 

It was silly enough, I now declare, 

To say for these things I had no care ; 

But that dream has opened my eyes so far 
That I care for even the tiniest star. 

Oh, the dear old flag, may it ever be 
As now, the symbol of Liberty, 

And now before my lesson is read, 

Let me tell you the words a poet has said. 

(. Recitation: The whole or a part of “ The American 
Flag," by Joseph Rodman Drake.) 


From Feudalism to Freedom. 

By Olive M. Long. 

(.Platform with drawn curtains j below it, and at one side , 
a girl in modern dress, seated in arm-chair, idly turning 
over the leaves of a history.) 

Girl. —Yes, General Warren, you are a brave-looking 
man : I would have known you were an officer, at least 
—and you are handsome, too (turning pages), which is 
more than I can say of you, La Fayette, though per¬ 
haps you wouldn’t be so bad if it weren’t for your stiff, 
wooden wig and high collar. No wonder they called 
it a choker. And your name ! What was it ? O yes— 
here—Marie Jean Paul Roch Yves Gilbert Motier, Mar¬ 
quis de la Fayette ( turning pages). Ah, John Smith— 
were you the first John Smith, I wonder? I should 
think that a man as fond of adventure as you were 
wouldn’t like to come down to always sitting on that log, 
showing the same old compass to the same old Indians. 
And I should think they’d get used to it, instead of look¬ 
ing just as surprised every time I open the book (turning 
pages). And here’s Columbus, pointed beard, and ruff, 
and all. You had your fame and glory diluted with a 
good deal of unhappiness, didn’t you ( turning pages) ? 
And here’s the map. Appropriate to always paint the 
ocean blue, isn’t it ? Though perhaps it was anything 
but blue some of the nights of the first journey across it, 



FROM FEUDALISM TO FREEDOM. 


147 


so long ago—and it was the sailors who were blue in¬ 
stead. Let me see ; he started there (tracing with finger), 
and it took him over two months to sail—how far was 
it ? About six inches here, I should say. The very first 
time those waves ever parted for a civilized being. And 
how can people know, after all this time, that Columbus 
sailed in just those little scallops? Almost four hun¬ 
dred and three years ago ! In October, too, wasn’t 
it? (Yawning.) Well, with all their troubles, they 
didn’t have to study history lessons when they were 
almost asleep , and even if they had, there wasn’t so much 
of it to study then. I’m not sure that I’d like to have 
lived long ago, particularly as in that case I wouldn’t be 
living now, but I would like to try it. (Nodding sleepily.) 
How queer it would be not to have any United States, 
or a president, or (more sleepily) senators of congress— 
no, I mean members of—of senators—oh (half-asleep), 
what do—I—mean ? (Falls back in chair asleep.) 

(Enter from between curtains, which remain closed , the 
Goddess of Sleep, in black dress sprinkled with silver stars . 
Silver crown, with crescent moon, and wand tipped with sil¬ 
ver star. She remains through the whole representation 
on platform outside of curtain. She bends over sleeping 
girl, waving her wand gently.) 

Goddess of Sleep. —Sleep, little maid of the nineteenth 
century, and in your sleep go back to those other lands 
and climes you would like to know. Travel back to the 
long ago through the easiest and shortest of paths, the 
way of dreams. Know what the world was like before 
the light of liberty had touched the land and sea with its 
shining fingers. Look first into the darkness of the 
middle ages (curtains part on empty stage), one hundred 
years before Columbus was born to dream of sailing into 
unknown waters, and see what child-life meant in the 
feudal ages. (Enter from opposite sides of stage girl and 
a boy in poor, plain dresses—the boy wearing a loose blouse 
belted in, a?id the girl a tall peaked cap. She carries a bas¬ 
ket.) 

Boy. —Ah, Plildegard, well met. They wait thee at 
the castle. Hast been after eggs ? 

Hildegard. —Yes, Roland, I had to go the villagers after 
them. There were not enough at the castle. I doubt 
there be enough e’en now for tne great Yule feast. 


I4& 


FOURTH OF JULY. 


Rolana. —Ah, thou shouldst hurry, Mistress Hildegard, 
to see the preparations made for it ! You could scarce 
count the sheep, the cattle roasted whole, the wild-boar’s 
head— 

Hildegard. —As if I knew not more of cooking than 
you, Master Roland ! 

Roland. —At least you should see the goods the knight 
of the castle has brought home from his raid. Finer cloth 
than even you can spin and weave, Garda. (She looks at 
her dress with a pout.) You must know the knight rode 
out yester morning with twenty men, for they saw from 
the tower of the castle the band of merchants journey¬ 
ing by with their goods. And how they laid in wait for 
them behind the rocks, and how cunningly they 
swooped out upon them as they passed, and left them 
with nothing but their clothes and horses ? The castle 
is alive with merriment over it. Would that I had been 
there ? 

Hildegard. —Perhaps you may by the new year. Is 
not your schooling time most finished ? 

Roland (jubilantly). —That it is ! I am almost done 
being a page ; then, think you, I will become my mas¬ 
ter’s squire, and you shall shortly see me following him 
on a horse as proud as his— 

Hildegard. —Your apparel would scarce fit that. 

Roland. —This ?—no—but wait till I wear a gay suit— 
with a feather, and carry a lance, mind you*Hildegard ! 
Why, / say that’s what half the preparations at the castle 
are for—half for Yule feast, and half for that I have 
'most finished my training. 

Hildegard (laughing). —Why not say ’tis all for that ? 
You may as well. My schooling was finished long ago; 
I should be ashamed if I had not known a year since how 
to spin, and weave, and cook a fowl and all the meats, 
and make a great cheese and many kinds of pastry. 

Roland. —Wait, wait, wait! Hear my list now —I can 
ride a fiery horse, which thou canst not. 

Hildegard. —Nor can you truss a goose ! 

Roland. —Saints forbid ! And I can cast a lance, and 
hunt with a falcon, and fight with the short sword— 

Hildegard. —Enough ! There ends your list. 

Roland. —Well, even that were not a bad showing. 
Hildegard. —And you can get hurts enough, which .1 


FROM FEUDALISM TO FREEDOM. 


149 


can bind up and say a charm over to make them well 
But have you heard of the guest our master bringeth 
home ? 

Roland. —No, what of him ? 

Hildegard. —What, he can read !—what think you of 
that ? And—mark me—write his name beside ! 

Roland. —And he not a priest ? It cannot be. 

Hildegard. —But it is. I am eager to see him. I 
think he must look different from others. 

Roland.— You had better be eager to hurry. They’ll 
be waiting the eggs, and you’ll be scolded soundly for 
coming late. 

Hildegard. —As if you hadn’t kept me with your chat¬ 
tering. But the basket {lifts it) is heavy. Couldst thou 
not carry it, Roland ? 

Roland. —’Tis out of my way. My road lies yonder. 
Besides, I tell you I am almost become a squire, and did 
you ever know one to carry a basket ? And then 'tis 
too heavy. 

Hildegard. —Too heavy ! ’Tis not one half so heavy 
as the armor and lance you will shortly don, and swear 
'tis light. And ’tis no more out of your way than every 
knight is taught he should go to aid a damsel. 

Roland. —To aid a damsel in danger, yes, but to carry 
a basket of eggs, who ever saw a knight do that ! How¬ 
ever, ’tis heavy for you, and as I am not yet a knight, I’ll 
carry it for you, Garda. 

{Exit. Curtains close.) 

Goddess of Sleep. —Friendship and childish innocence 
can lighten even a time of ignorance and darkness, and 
it is best you should not see its shadows. The years roll 
on, dream years are short—and now catch a glimpse of 
the dawn ; the old-world sailor is preparing to find for 
you a new country. {Curtainspart. Three children , very 
ragged, discovered playing with pebbles on floor.) 

Carlo. —Marco, it’s my turn. We shan’t let you play 
with us, if you cheat. 

Marco. —’Tisn’t cheating. You played twice before. 

Carlo. —Once ! Wasn’t it once, Paulus ? Your head 
must be upside down, Marco, like the people on Colum¬ 
bus’ round earth ? 

Paulus. —Columbus’ round earth ? 


FOURTH OF JULY. 


150 

Marco. —Haven’t you heard of it ? Surely you have 
seen Christopher Columbus ? 

Paulus. —Yes, he is the kind-looking man with white 
hair and long dark robe, who smiles at us when he goes 
by. 

Marco. —And don’t you know his wild plan ? He 
thinks the earth is round, Paulus ! (. Bursts into 
laughter .) 

Carlo laughing. —Think of the people on the other 
side, then ; they must have hooks on their feet to hold 
on by ! (All shriek with laughter) 

Paulus. —But can’t he see by looking out on the street 
that it is flat and not round ? 

Marco. —O, he thinks it’s a big kind of roundness, that 
we can’t see, and he wants to sail around it ! Why, the 
ship would fall off as it came to the edge of the curve. 

Carlo. —-But he can never get sailors to go with him. 

Paulus.— Isn’t that he coming yonder ? 

Marco. —Where ? O, yes, I see him. He looks at the 
ground as he walks ; perhaps he’s trying to see the people 
on the other side (pointing down). (All laughing merrily 
as Columbus enters slowly. He stops to watch them play) 

Columbus. —You are merry, little children. How old 
are you, my boy ? (To Carlo) 

Carlo. —I am nearly nine, please you, sir. 

Columbus. —Nine years. And does that seem a long 
time ? 

Carlo. —I don’t know what you mean. It’s always, 
sir ! 

Columbus. —Nine years always ? I thought so once, 
too. But nine years, and nine years more, can go by with 
nothing gained. But there is always hope before. 

Carlo. —I can’t understand you, sir. 

(Columbus. —Don’t try, my little boy. Play on with 
your pebbles. ( Walks on slowly) 

Marco. —Now when *tis your turn, Carlo, you forget 
to play. Shall I toss instead ? 

Carlo. —Not much ! One—two— 

(Curtains close) 

Goddess of Sleep. —A sad and weary time to carry on 
^ne hope. And how sad no one knows till he stands 
alone against the world. At last, however, success 


FROM FEUDALISM TO FREEDOM. 


151 


clasps hands with him for a little while, and he gains the 
chance to try. Can you imagine how he felt, lonely on 
his little vessel, with Spain leagues behind, and only the 
waste of water before ? ( Curtains open, showing Columbus 

alone. He speaks sadly, from Lowell's poem :) 

“ Here am I, for what end, God knows, not I,” etc. 

( 1 Curtains close.) 

Goddess of Sleep. —The last day passed, and in the 
morning light the new world lay before him. ( Curtains 
open , disclosing Columbus kneeling on one knee, planting lhe 
banner of Spain. After a few moments the curtains close.) 

Goddess of Steep. —And so the new world is found at 
last, and many are the voyagers who sail across the wide 
sea to explore its unknown coasts. See them, little 
maiden, as they pass in their eager search,—Cabot, John 
Smith, Hendrik Hudson, Cortez, and Francis Drake. 
They hurry by in their restless wanderings—but here 
come others who seek a home in the new world ; a home 
free from oppression and tyranny, and for the sake of 
their liberty they are willing to undergo the privations 
of the bleak wilderness. Ere they have gone like the 
rest, look upon the sweet Puritan maiden, Priscilla {cur¬ 
tains open), alone with her wheel, after the long and ter¬ 
rible winter. {Priscilla discovered in plain dress, with 
white kerchief, spinning, or if a wheel is unavailable, knit¬ 
ting. She looks thoughtfully away.) 

Priscilla {from Longfellow) —“ I have been thinking 
all day of the beautiful hedgerows in England, 

They are in blossom now, and the country is all like a 
garden ; 

Thinking of lanes and fields, and the song of the lark 
and the linnet, 

Seeing the village street, and familiar faces of neighbors 
Going about as of old, and stopping to gossip together, 
And at the end of the street, the village church, with the 
ivy 

Climbing the old gray tower, and the quiet graves in the 
churchyard. 

Kind are the people I live with, and dear to me my 
religion ; 

Still my heart is so sad that I wish myself back in old 
England ; 


*5- 


FOURTH OF JULY. 


You will say it is wrong, but I cannot help it ; I almost 
Wish myself back in old England, I feel so lonely and 
wretched.” 

{Curtains close?) 

Goddess of Sleep .—But after a century and a half, the 
hardy settlers of the new continent found that they had 



not even here escaped the old oppression. From across 
the sea they felt the old injustice and despotism closing 
in upon them. Was their hard-gained liberty worth 
fighting for ? They thought so indeed. The words of 



























FROM FEUDALISM TO FREEDOM. 


153 


John Adams voice the strong feeling of the young nation. 

(Curtains open. John Adams steps forward on the stage. 
His costume is simple ,— knee-breeches , ruffled waists and 
ruffles at wrist. Powdered hair.) 

John Adams ( from Daniel Webster). —“ Sink or swim, 
live or die, survive or perish, I give my hand and my 
heart to this vote. It is true, indeed, that in the begin- 1 
ning we aimed not at independence. But there’s a 
divinity which shapes our ends. The injustice of Eng¬ 
land has driven us to arms ; and, blinded to her own 
interests for our good, she has obstinately persisted, till 
independence is now within our grasp. We have but to 
reach forth to it and it is ours. Why, then, should we 
defer the declaration ? 

“ If we postpone independence, do we mean to carry on 
or to give up the war ? Do we mean to submit, and con¬ 
sent that we ourselves shall be ground to powder, and 
our country and its rights trodden down in the dust ? I 
know we do not mean to submit. We never shall sub¬ 
mit. The war must go on. We must fight it through. 

“ Read this declaration at the head of the army; every 
sword will be drawn from its scabbard, and the solemn 
vow uttered to maintain it, or to perish on the bed of 
honor. Publish it from the pulpit ; religion will approve 
it, and the love of religious liberty will cling round it, 
resolved to stand with it or fall with it. Send it to the 
public halls ; proclaim it there ; let them hear it who 
first heard the roar of the enemy’s cannon ; let them see 
it who saw their brothers and their sons fall on the field 
of Bunker Hill, and the very walls will cry out in its 
support. 

“ Sir, before God, I believe the hour is come. My 
judgment approves this measure, and my whole heart is 
in it. All that I have, and all that I am, and all that I 
hope in this life, I am now ready here to stake upon it, 
and I leave off as I begun, that, live or die, survive or 
perish, I am for the declaration. It is my living senti¬ 
ment, and by the blessing of God it shall be my dying 
sentiment—independence now, and independence for- 

f ft 

ever ! 

(Curtains close?) 

Goddess of Sleep. —And while within the first congress 
met to decide their position, outside the people waited, 


154 


FOURTH OF JULY. 


to hear the tidings, good or ill ; to hear the old bell 
“ proclaim liberty to all the world, to all the inhabitants 
thereof.” Listen to the story. 

(Pupil steps to platform (across from sleeping girl) and 
recites :) 

There was tumult in the city, 

In the quaint old Quaker town, 

And the streets were rife with people 
Pacing restless up and down— 

People gathering at the corners, 

Where they whispered each to each, 

And the sweat stood on their foreheads 
With the earnestness of speech. 

As the bleak Atlantic currents 

Lash the wild Newfoundland shore. 

So they beat against the Statehouse, 

So they surged against the door ; 1 
And the mingling of their voices 
Made a harmony profound, 

Till the quiet street of Chestnut 
Was all turbulent with sound. 

“ Will they do it ? ” “ Dare they do it ? ” 

“ Who is speaking ? ” “ What’s the news ? ” 

“ What of Adams ? ” “ What of Sherman ? ” 

“ O, God grant they won’t refuse ! ” 

“ Make some way there ! ” “ Let me nearer ! * 

“ I am stifling ! ” “ Stifle, then ! 

When a nation’s life’s at hazard 
We’ve no time to think of men ! ” 

So they surged against the Statehouse 
While all solemnly inside 
Sat the “ Continental Congress,” 

Truth and reason for their guide. 

O’er a simple scroll debating, 

Which, though simple it might be, 

Yet should shake the bluffs of England 
With the thunders of the free. 

Far aloft in that high steeple 
Sat the bellman old and gray; 

He was weary of the tyrant 
And his iron-sceptred sway. 

So he sat with one hand ready 
On the clapper of the bell, 


FROM FEUDALISM TO FREEDOM. 


155 


Where his eye could catch the signal 
The long-expected news to tell. 

See ! See ! The dense crowd quivers 
Through all its lengthy line, 

As the boy beside the portal 
Hastens forth to give the sign ! 

With his little hands uplifted, 

Breezes dallying with his hair. 

Hark ! with deep, clear intonation 
Breaks his young voice on the air. 

Hushed the people’s swelling murmur, 

Whilst the boy cries joyously. 

“ Ring ! ” he shouts, “ Ring, grandpa, 

Ring, oh ring for liberty ! ” 

Quickly at the given signal 

The old bellman lifts his hand, 

Forth he sends the good news, making 
Iron music through the land. 

■ And the old bell in the steeple, 

High betwixt the earth and sky, 

Rung out loudly, “ Independence ; ” 

Which, please God, shall never die ! 

{At the appropriate line the curtains open, disclosing 
tableau of the little boy waving his hand and looking up. 
As the curtains close , the entire school bursts into the song 
of “ Columbia f which they sing through. Then )— 

Goddess of Sleep .—With the country roused to action, 
was it wonderful that they should win the fight ? Let us 
pause for a glimpse of one of the early heroes. {Cur¬ 
tains open , disclosing Paul Revere , in anxious watching at¬ 
titude. Costume same as John Adams , with addition of 
hat. As curtains close , a pupil steps to side of platform 
and recites:) 

PAUL REVERE’S RIDE. 

Listen, my children, and you shall hear 
Of the midnight ride of Paul Revere. 

On the eighteenth of April in seventy-five, 

Hardly a man is now alive 

Who remembers that famous day and year. 

{Pupil is seated.) 

Goddess of Sleep .—Another step gained in the march 
of freedom ; their country was their own at last, and 


*5® 


FOURTH OF JULY. 


instead of a king they had a man chosen by the people 
themselves, to be their first president. ( Curtains open, 
disclosing George Washington. If desired, he may give 
selectio?is fro?n the inaugural address. Curtains then 
close.) 

Goddess of Sleep. —Alas, that over the freedom of the 
country should slowly creep the cloud of bondage, this 
time in a new form ! Slavery now cries out from the 
South, and the United States of America are divided 
against themselves for four long years of war. From 
behind the curtains, or if preferred, by the whole school, is 
sung “ The Battle Hym?i of the Republic.” Slowly and 
sadly at first, but growing louder. This is followed by a 
tnilitary drill for boys, first marching around the room, and 
then to stage; then camping for the night with sentry 
guard: alarm given, hasty preparations, rushing to battle. 
To be given by all the boys, not in costume ; as they march 
to their places the school begins, “ In the prison-cell I sit,” 
and continue it after they are seated.) 

Goddess of Sleep. —The heroes were not all on the bat¬ 
tle-field, and among the many who were ready to die for 
their flag, let us glance at one whom the country has 
loved to honor. ( Pupil recites :) 

BARBARA FRIETCHIE. 

Up from the meadows rich with corn, 

Clear in the cool September morn, etc. 

(At the close the school begins to sing “ The Red, White, 
and Blue,” and cur tarns the?i open, disclosing tableau of 
Barbara Frietchie waving flag. At close of song boy at 
side of platform recites thirty-one lines from Lowell's Com¬ 
memoration Ode,” beginning at) 

“ Not in anger, not in pride 

Pure from passion’s mixture rude.’ 

Goddess of Sleep. —The civil struggle is over at last, 
and now brighter and stronger grows the light of liberty ; 
the liberty which is truth ! Through the long centuries 
the world has only gained it or kept it through earnest 
effort, and only through earnest effort can it keep it or 
gave it now. 

( Recitation of HolTnes' “ Union and Liberty.”) 


FROM FEUDALISM TO FREEDOM, 


157 


Flag of the heroes who left us their glory, 

Borne through our battle-field’s thunder and flame, 

Blazoned in song and illumined in story, 

Wave o’er us all who inherit their fame ! 

(At close of recitation curtains open on the figure of tfu 
Goddess of Liberty, holding aloft our flag. She is dressed 
in long robes , and has flowing hair. Curtains remain open 
while Goddess of Sleep speaks.) 

Goddess of Sleep. —Union and Liberty !•—one ever¬ 
more ! Awake, little maid, from thy dream of the past, 
to the living power of the present. ( Girl moves as if 
awakening. Goddess of Sleep steps to side of figure of 
Liberty .) Awake to the freedom which is your most glo¬ 
rious birthright; remain no longer under even my gentle 
sway, for the Goddess of Sleep offers up her sceptre to 
the Goddess of Liberty ! (Kneels and lays wand at her 
feet as curtains close. Girl opens her eyes ; starts to her 
feet) 

Girl. —Have I been dreaming, or did I read it all 
here ? (Looking at book.) Surely it was more real than 
these pages. Hark ! An echo of my dream 1 (From 
behind the curtain “ America ” is softly begun ; growing 
louder , the piano and entire school join in.) 


PART VI. 


Closing Step. 


Welcome, Friends. 

By E. S. F. 

(For seven little girls to give as an opening piece. Each one has a large gilt 
letter held behind her, and at the appropriate moment she bolds this in front of 
her. The children must be of equal size, and hold the letters in a straight line to 
show the word nicely.) 

First child. W. 

Welcome, kind friends, we greet you all, 

Who have answered to our call, 

And I will gladly turn to view 
My letter, which is “ W.” 

Second child. E. 

Every beaming face I see 
Seems to answer back to me 
Smile for smile, in merry glee, 

And so behold my letter “ E.” 

Third child. L. 

Love and mirth and wit combine 
In the festive wreath we twine 
To charm you with its magic spell, 

And thus I turn my letter “ L.” ' 

Fourth child. C. 

Care hath no place here to-night 
'Mid those youthful faces bright ; 

From Life’s future shadows free, 

So I turn my letter “C.” 


158 



HOW TO SPEAK A PIECE. 


159 


Fifth child\ O. 

You have not forgotten quite 
All youth’s rosy morning light, 

Shining in the long ago, 

So here you see my letter “ O.” 

Sixth child. M. 

If we with our merry lore 

Make you all feel young once more, 

Still Time bids us onward go, 

And here the letter “ M ” I show. 

Seventh child. E. 

E stands for “ end,” and so you see 
That is the one that comes to me ; 

All things must have an end they say, 
And so kind friends we’ll only stay 
A moment that you all may see 
What word is ended with my “ E.” 

Together. 

“ Welcome ” is the word we spell, 

And “welcome ” say our hearts as well; 
Welcome, old and young and all 
Who have answered to our call, 
Welcome, welcome, welcome all. 



(A very small boy should be selected to deliver this speech. He should give a 
number of gestures to suit the words, and emphasize strongly the words “ she,” 
“ me,” and “ of course ” in the second verse ; “ that ’’and “ so ” in third verse ; 
and the entire last line of the last verse.) 

By Ruth Davenport. 


I am not here to make a speech ; 

I only thought I’d like to teach 
Those little boys who feel so grand 
When they get up here on this stand 
Some things they ought to know. 

i 

My sister goes to grammar school 
And so, of course, she knows the rule 
Just how to stand and how to bow; 
Just as you see me doing now. 

Of course boys ought to know. 



CLOSING DAY. 


160 


She told me how to emphasize. 

Perhaps as they’re not very wise 

What that means they would like to know , 

It means to speak some words just so. 

And, now, I think they’ll know. 

If not, when I have learned my piece 
(Part of Lord Byron’s “ Lines to Greece ”). 
And pay attention to the rules 
Of speaking taught in grammar schools, 
Then they will surely know. 


Vacation. 

By Jennie D. Moore. 

(Recitation for a very little girl.) 

I’m glad vacation is coming, 

The happiest time of the year, 

The time of joy and gladness, 

To children’s hearts so dear. 

No more lessons to study, 

Nothing to do but play ; 

Out of sight and forgotten, 

We’ll put our books away. 

We’ll say “ good-bye ” to our teachers. 
Our teachers kind and true ; 

/ think they like to see us play, 

All summer long, don’t you ? 

The little birds in the tree-tops 
Are not more glad than we, 

When we roam thro’ flowery meadows, 

So happy and so free. 

We’ll play in the long deep grasses, 

Under a bright blue sky ; 

Where daisies grow, and the brook below. 
Sings a song as it hurries by. 



AIR CASTLES. 


161 


Before School and After School. 

(Attention should be paid to the change of voice at each change of phrase. 
The title “ Before School ” should be pronounced distinctly, and followed at the 
end of the tenth line with “ After School.”) 

“ Quarter to nine ! Boys and girls, do you hear ? ” 

“ One more buckwheat, then—be quick, mother dear ! 

“ Where is my luncheon-box ? ” “Under the shelf, 

Just in the place you left it yourself! ” 

“ I can’t say my table ! ” “ O, find me my cap ! ” 

“ One kiss for mamma and sweet Sis in her lap.” 

“ Be good, dear ! ” “ I’ll try.”—“ 9 times 9’s 81.” 

“ Take your mittens ! ’’ “ All right.”—“ Hurry up, Bill; 

let’s run.” 

With a slam of the door, they are off, girls and boys, 
And the mother draws breath in the lull of their noise. 

H< ^ ^ 

“ Don’t wake up the baby ! Come gently, my dear ! ” 

“ O, mother ! I’ve torn my new dress, just look here ! 

I’m sorry, I was only climbing the wall.” 

“ O mother, my map was the nicest of all ! ” 

“And Nelly, in spelling went up to the head ! ” 

“ O say ! can I go on the hill with my sled ? ” 

“ I’ve got such a toothache.” “ The teacher’s unfair ! ” 
“ Is dinner most ready ? I’m just like a bear ! ” 

Be patient, worn mother, they’re growing up fast, 

These nursery whirlwinds, not long do they last. 

A still, lonely house would be far worse than the noise ; 
Rejoice and be glad in your brave girls and boys ! 


Air Castles. 

By Ruth Davenport. 

(Ordinary school dress could be worn by the child who recites “ Air Castles.” 
An umbrella and hat could be added to give an out-of-door effect. The little air 
after each verse may be sung by a small chorus seated near the platform. 

The way is long from my home to the school, 

And none of my mates go my way ; 

But the bright spring fills my heart with delight, 
And I’m always merry and gay. 

The birds are singing their merriest notes 



162 


CLOSING DAY. 


In the swaying tree-top so high, 

1 heir sweetest notes ringing the livelong day ; 
As they re singing, why may not I ? 



(Sings) ' Merrily, merrily, 

Birds upon the tree-top high. 

Merrily, merrily, 

As they sing, why may not I ? 

fanc y bmlds a concert hall 
With rich carpet of velvet green • 

Th f ^ a r\° f most beautiful b] ue and white 
T . An , d Bghts the most brilliant e’er seen. ’ 

T he bn-ds—the musicians and singers, too • 
hat artists with them can compare ! 

They are costumed in brown, blue, red,* and gold 
Such garments no others may wear. g ^ 

(Sings) Merrily, etc. 


The ladies come thronging in merry groups 
Fine apparelled and fair of face ; 8 P ' 

T wi V - 10 i! et f m purple ’ r °y al > and pale, 

Which they wear with daintiest grace 







GEOGRAPHY’S A STUDY. 


The Arbutuses’ gowns are pink and white, 
Sweet odors float by as they move, 

And of all the dear friends among the throng, 
To these I give most of my love. 


(Sings) Merrily, etc. 


The Dandelions come in fluted crape 
Woven in with the sun’s own gold : 

The Bluets are there, and the Daffodils, 
Yellow, Soft-clinging robes enfold. 

The Daisies come robed in the purest white 
With knots of bright gold at the heart ; 

Sometimes their cousins in yellow and browft 
Are of this gay company part. 

(Sings) Merrily, etc. 

The Valley-lilies take the cornen seats, 

Green fans near their faces hold ; 

The Buttercups wear yellow satin, soft, 

And a crown of fairies’ gold. 

The Crocus and Tulip families come, 

None gayer than they do I see. 

If you would enjoy the festival, too, 

Some morning come walk with me. 

(Sings) Merrily, etc. 




a 


By L. F. Armitage. 

(For a grammar-grade boy to recite.) 


Geography’s a study 
My views of which are muddy, 

I wish that I might toss the book away. 
And there’s my sister Kitty, 

Who’s very smart and pretty— 

She laughs at all the dreadful things I say. 

O’er the last examination 
I felt so much vexation, 

For all the answers that I gave were wrong. 
I said that Yokohama 



CLOSING DAY. 


164 


Was in southern Alabama, 

And the capital of Holland was Hong Kong. 

And I said that the Nebraska 
Was a river of Alaska, 

And flowed into the Caribbean Sea ; 

That the island of Tasmania 
Was south of Pennsylvania, 

And San Francisco on the Zuyder Zee. 

And then I said Tampico 
Was a town of Porto Rico, 

The Andes mountains between France and Spain ; 
Also that Dutch Guiana, 

Was southeast of Montana, 

The Bay of Biscay on the coast of Maine. 

What can be done about it ? 

Fd like to do without it. 

I wish there were no cities, lakes, or bays, 

No rivers, mountains, islands, 

No lowlands and no highlands, 

And then more happily would pass my days. 


A Graduating 



(At the bracketed lines the speaker breaks off from a serious tone and assumes 
a coquettish air. At the first verse she turns her head to see her sash - at the 
second feels of her shoe ; at the third examines fan ; fifth, points to glove.) 


Dear Friends ! My essay is to-night 
On woman’s Future Sphere— 

(I wonder how I look in white ; 

My sash feels rather queer.) 

Of late years only woman threw 
Her shackles off and rose— 

(Oh, dear ! I never had a shoe 
So pinch and hurt my toes). 

No longer slave to selfish man, 

She will new heights explore— 
(Suppose they recognize my fan 
I borrowed from next door.) 



TWO OPINIONS. 


165 


Her brain, once dulled, is active now ; 

Her tongue, once stilled, can speak— 
(Before the glass I learned my bow ; 

It took me just one week). 

Armed with her knowledge and its strength 
She will the world o’ercome— 

(My gloves have quite a stylish length, 

One’s bursted on the thumb). 

Man will, yea, must acknowledge that 
We women lead in all— 

(I’m thinking if a bigger hat 
Will be the thing next fall). 

Dear Friends, adieu ! Our future sphere 
I know will be immense— 

(Just look at my bouquets—I fear 

Pa’ll growl at the expense). — H\ C. Dodg* 


Two Opinions. 

By Ruth Davenport. 

(These are designed for companion pieces, to be spoken by a boy and a girl, wht> 
stand upon the floor at the same time. The girl can have a hoop in her hincf. 
while the boy may be muffled up in winter clothing and be in a shivering, disgusted 
condition.) 

In Winter. 

Right glad I am when winter comes 
And sorry when it goes, 

For what care I if sly Jack Frost 
Does sometimes pinch my toes. 

I’d like to go away up North, 

The place he makes his home, 

And then behind the reindeers swift 
Over the snowfields roam. 

The high hills’ crest, the little hut, 

All would be white and fak ; 

And in the sunshine sparkle bright, 

As filled with jewels rare. 

I’d have no fear of ice too thin. 

My snow-men would not melt ; 

And wrapped in fur from head to foot 
The cold could not be felt. 



166 


CLOSING DAY. 


But when I’ve lots of fun at home. 
Whew ! how we coast down-hill ; 
Good skating too for many a day, 

Old Winter, pray, long with us stay 
Till I have had my fill. 

In Summer. 

I would like best the clime 
Where ’tis all summer time ; 
Where birds in the branches are singing: 
Where long, long is the day, 
Chance enough for my play, 

And no fear of the school-bell’s ringing. 

When Jack Frost is around, 

Snow and ice on the ground, 

It takes much too long to dress me ; 

Coat and cap I must have. 

Muffs and rubbers not leave, 

For mamma wants me warm as can be. 

Then after I am out 
Fifteen minutes—about, 

My nose and my toes they are aching, 
Then all my play is done, 

I can have no more fun 
And quick my way home I am taking. 

But on warm summer days, 

Then my hoop I can chase, 

As swift it rolls over and over ; 

’Tis the best sport I know, 

Fast behind that to go. 

Then I’m happy as bees in clover. 



Conquered 


(For a high-school recitation.) 


I sing of the hymn of the conquered, who fell in the bat¬ 
tle of life— 

The hymn of the wounded, the beaten, who died over 
whelmed in the strife ; 

Not the jubilant song of the victors, for whom the re 
sounding acclaim 



A HYMN FOR THE CONQUERED. 


167 


Of nations was lifted in chorus, whose brows wore the 
chaplet of fame,— 

But the hymn of the low and the humble, the weary, 
the broken in heart, 

Who strove and who failed, acting bravely a silent and 
desperate part; 

Whose youth bore no flower on its branches, whose 
hopes burned in ashes away; 

From whose hands slipped the prize they had grasped at; 
who stood at the dying of day 

With the work of their life all around them—unpitied, 
unheeded, alone; 

With death swooping down o’er their failure, and all but 
their faith overthrown. 

While the voice of the world shouts its chorus, its paean, 
for those who have won— 

While the trumpet is sounding triumphant, and high to 
the breeze and the sun 

Gay banners are waving, hands clapping, and hurrying 
feet 

Thronging after the laurel-crowned victors—I stand on 
the field of defeat, 

In the shadow, ’mongst those who are fallen and wounded 
and dying, and there 

Chant a requiem low, place my hand on their pain- 
knotted brows, breathe a prayer, 

Hold the hand that is helpless, and whisper “ They only 
the victory win 

Who have fought the good fight and have vanquished 
the demon that tempts us within; 

Who have held to their faith unseduced by the prize 
that the world holds on high; 

Who have dared for a high cause to suffer, resist, fight— 
if need be, to die.” 

Speak, History, who are life’s victors? Unroll the long 
annals, and say 

Are they those whom the world called the victors? who 
won the success of a day ? 

The martyrs, or Nero ? the Spartans who fell at Ther¬ 
mopylae’s tryst, 

Or the Persians and Xerxes ? his judges, or Socrates ? 
Pilate or Christ ? 

— W. W. S. h Blackwood's Magazine.” 


CLOSING DAY. 


168 


The Youngest Heard From. 

(For the tiniest boy in the school to recite.) 

I guess you think because I am 
A tiny little fellow 
That I can’t speak, or whistle, too, 

Or shout, and sing, or holler. 

Just listen now and hear me sing 
A funny little ditty, 

I’ll open my mouth, and sing out loud; 

Yes, sing it real pretty. 

{Here the piano should softly start the melody of a song , 
which the speaker sings once through ; then he calls out: 
“ Come, boys, join in; don’t let me have all the fun.” 
Then all join in and smgofice through. He then proceeds :) 

I guess you think because I am 
Such a little bit of a fellow 
That I’m not much upon a speech, 
And nothing of a speller. 

Just watch me well, for I 
Can spell just like a teacher, 

And I can gesture just as good— 
As good as any preacher. 

{Here he begins to wave his hands 
and say: “ Let me see. I guess 
I’ll speak that piece that’s got the 
‘Live or die, I’m for the declara¬ 
tion ’ in it.” But I don’t know 
that very well; so I’ll give you a 
song about the lamb. The piano 
starts the melody and he sings .*) 

Mary had a little lamb; 

Its fleece was white as snow; 

{Then he turns to “ Come, 

boys, join in the chorus.” The boys 
all sing .*) 

Shouting the battle-cry of freedom, 

“ The union forever!” Hurrah, beys ! hurrah ! 






UNDER THE UMBRELLA. 


169 


Down with the traitor, and up with the'stars, 

As we rally ’round the flag boys, rally once again, 
Shouting the battle-cry of freedom. 

(And continues .-) 

I guess you now begin to see 
That I can make some speeches. 

I spoke about the “ burning deck” 

As good as cream and peaches. 

There’s one about the “ bloody war” 

That pleased so much my mother, 

And now I’ll stand up straight and firm 
And try to speak another: 

They tell us, sir, that we are weak, and unable to cope 
with so powerful an adversary; but when shall we be 
stronger ? Will it be the next week, or the next year ? 
Will it be when we are totally disarmed and a British 
guard placed in every house ? (A bell strikes.) I will 
tell you more next time. 


Under the Umbrella. 

By Ruth Davenport. 

(The simple accessories suggested by the illustration—a flower in a pot and an 
umbrella—will add to the pleasure this recitation will give.) 

I heard mamma say that her plant needed rood 
And that at the store they kept some that was goa* 

But she has just gone on a visit away 
And will not be able to get it to-day. 

I thought that was funny. “A plant eat like mi f* 

I can’t see any mouth, so how can that be ? 

So then mamma told me and made it so plain 
I am sure I shall not forget it again. 

I’ll go ask Mr. Johnson what kind will do, 

(’Tis raining hard, but my umbrella is new) 

And I’ll carry the plant where no one goes near, 

For if sister sees me, she will interfere 



170 


CLOSING DAY, 


And say “ What are you doing ? Put that right down l 
Or I’ll tell papa when he comes from town. 

I never did see such a mischievous elf ! ” 

Of course she was never in mischief herself ! 


But this is not mischief, ’tis to help mamma* 

For she will be tired after going so far. 

And when she finds I had no one to advise, 

And found the plant’s mouth, won’t she be so sue 
prised ? 


Practising Song. 

(A little girl is seated at a piano in such a position as to be visible to the audi 
ence. While repeating the first line of each verse she strikes one key seven* 
times, then turns to the front and repeats the other three lines.) 

Ri turn tiddy-iddy, ri turn turn ! 

Here I must sit for an hour and strum. 

Practice is the thing for a good little girl— 

It makes her nose straight, and it makes her hair curl. 

Ri turn tiddy-iddy, ri turn ti! 

Bang on the low notes and twiddle on the high. 



















"BOYS WILL BE BOYS.” 


171 


Whether it’s a jig or the “ Dead March in Saul/' 

I sometimes feel as if I didn’t care at all. 

Ri turn tiddy-iddy, ri turn tee ! 

I don’t mind the whole or the half note, you see. 

It’s the sixteenth and the quarter that confuse my 
mother’s daughter, 

And a thirty-second really is too dreadful to be taught 
her. 

Ri turn tiddy-iddy, ri turn to ! 

I shall never, never learn the minor scale, I know. 

It's gloomier and awfuller than puppy dogs a-howling 7 
And what is the use of practising such melancholy 
yowling ? 

Eut ri turn tidy-iddy, ri turn turn ! 

Still I work away with my drum, drum, drum. 

Tor practising is good for a good little girl— 

It makes her nose straight, and it makes her hair curl. 

—Laura E. Richards , in “ St. Nicholas** 


“ Boys Will Be Boys.” 

(Recitation for the grammar grade.) 

u Boys will be boys.” We resent the old saying, 

Current with men ; 

Let it be heard, in excuse for our straying, 

Never again ! 

Ours is a hope that is higher and clearer, 

Ours is a purpose far brighter and dearer, 

Ours is an aim that should silence the jeerer: 

We will be men ! 

“ Boys will be boys,” is an unworthy slander. 

Boys will be men ! 

The spirit of Philip, in young Alexander, 

Kindles again. 

As the years of our youth fly swiftly away, 



172 


CLOSING DAY. 


As brightens about us the light of life’s day, 

As the glory of manhood dawns on us, we say : 

We will be men ! 

When “Boys will be boys,” you exclaim, with a wink, 

(Answer us, men !) 

How old are those “ boys ? ” Is their age, do you think 

Fifty or ten ? 

It may be the boys with whom you used to go 

Considered wild oats not unpleasant to sow ; 

But how looks the harvest you hoped wouldn’t grow, 

Now you are men ? 

“ Boys will be boys ? ” Yes ! if boys may be pure, 

Models for men ; 

If their thoughts may be modest, their truthfulness sure, 

Say it again ! 

If boys will be boys such as boys ought to be— 

Boys full of sweet-minded, light-hearted glee— 

Let boys be boys, brave, loving, and free, 

Till they are men ! 

—Harlan H. Ballard , in the “ Outlook 


Playing at Housekeeping. 

By Ruth Davenport. 

(Dress a girl in the primary class in cap and apron and let her speak the follow¬ 
ing at the closing exercise.) 

How do you like this suit of mine ? 

Susy and I think it quite fine. 

We two are playing house, you see, 

And I the busy maid will be. 

Sue is the mother and will ride 

With nurse and children by her side. 

Her coach, the parlor easy-chair ; 

Her span, two small ones that are there. 

While they are gone, I’ll sweep the room 
And use my mamma’s bran-new broom ; 
Brother Tom makes fun of it all; 

But it is better ium Duae-ball. 



DOES ANY ONE KNOW HIM? 


173 


When he came to supper last night, 

You would think he had been in a fight— 
A black spot where the ball had hit, 

And he couldn’t use one hand a bit. 



He would think it cruel, I know, 

If it were work that lamed him so. 

But hark ! I think the coachman rings— 
You know we only “ make-believe things.” 


Does Any One Know Him ? 

(Tb* question at the end of each verse must be asked of the audience as if an 
answer was expected. The whole poem must be given with a swing.) 

Out of the street, after ringing a bell or two, 

Into the house, with a rush or a yell or two, 
Kitchenward, lured by a savory smell or two— 

Dinner insoires him with jov * 














174 


CLOSING DAY. 


Off goes his hat, with a dexterous fling to it! 

Off goes the cat, with a mischievous string to it ; 

Up starts the baby, because he will sing to it— 

Any one know such a boy ? 

Upstairs and downstairs, a very cyclone is he ; 

Deep into mischief whenever alone is he ; 

Terror of sisters—to tease them quite prone is he ; 
r Doing his best to annoy. 

Grandmother shudders—with shouts he will frighten her, 
Though quite as often his fond kisses brighten her ; 
Then, by sweet coaxing, of goodies he’ll lighten her— 
Any one know such a boy ? 

Wild with his comrades as any Comanche is; 

Rough as a steer on a far Western ranch he is ; 

Surely of mischief the root and the branch he is ; 

Yet there’s pure gold in alloy. 

Tender and true at the heart’s core, though small he is % 
Brave and chivalric, whatever befall, he is ; 

Mothe* s own torment and blessing through all he is— 
Any one know such a boy ?— George Cooper . 


Making Believe. 

By Alice M. Kellogg. 

(An older pupil stands behind a screen that is placed at one side of the platform. 
She places the skirt, shawl, and bonnet on the child who is reciting.) 

Let’s play that we are ladies, and I will come to call, 

But first I must get mother’s skirt and bonnet, muff and 
shawl. 

(Steps behind the screen. Then returning , continues ;) 
I’ll play this paper is my card. 

(Picks up a slip of paper.') 

And now I’ll ring the bell. 

Oh, Mrs. Brown ! How do you do ? 

I hope you’re very well! 

Now, Elsie, ask if I’ll take tea. 

It’s late, so hurry up. 

I like mine without sugar, please. 

This is a prettv cup. 



HOME STUDY. 


r 75 


I hope your Daisy’s pretty well.— 
Pretend it’s time to go. 

Dear Mrs. Brown, come soon and call; 
It isn’t far, you know ! 


Home Study. 

By Ruth Davenport. 

(Arrange a chair, table, and lamp as shown in the illustration. Tb« sf/'loquy 
is to be read from the book, and the reader must imagine her family t» b* in aa 
adjoining room. A draw curtain will be useful for this'occasion.) 



Oh, dear! four pages of history to recite in our 
own words ! I told Miss Blakemore that I coultt not 
get such a lesson, and she only said: “ Well, you 
must give at least two hours’ faithful study to it.” 
It is eight o’clock now, and that will make it ten be* 
fore I can stop studying, and I ought to go to bed 
early. It was twelve o’clock last night when we got 
home from the party, and I mean to coax papa to 



















176 


CLOSING OhY. 


take me to the opera to-morrow night. This study¬ 
ing evenings tires me to death. “ Why didn’t I begin 
to study earlier ? ” How could I? That’s all you 
boys know about things. I had to stay after school 
for some examples, and after supper I had to go in 
to see Mamie’s new hat. Her cousin was there who 
has just arrived from abroad, and she was so interest¬ 
ing. She has been all over Europe, and she told us 
all about the fashions, and what are the very latest 
styles. Yes, I am going to study. {Repeats aloud .) 
“ Events of 1753.—At the time of the breaking out 
of the war, there was in existence ”—mamma, can’t 
I have a blue suit trimmed with silver fox fur ? It 
would be just too lovely for anything.—I am study¬ 
ing. “ There was in existence an organization, 
known as the Ohio Company, which had obtained 
from the king of England a grant of land on and 
near the Ohio River, for the purpose of carrying on 
the fur trade with the Indians ”—Frank, won’t you 
take me skating with you next Friday night ? 
That’s a good brother. You know mamma won’t 
let me go in the evening without you. It will be 
perfectly lovely on the pond by moonlight, and lots 
of the girls are going. Say, mayn’t I go with you ? 
“ You’ll tell me after I learn my lesson.” Obliging, 
upon my word !—“ fur trade with the Indians, and of 
settling the county. The French having seized 
three British traders, and also built forts ”—oh, dear ! 
I can’t remember anything to-night. I’d like to 
know the use of such stupid stuff, anyway. What 
the French and Indians did doesn’t concern me. 
Lucy, won’t you lend me your new fan to-morrow 
night ? Mamie’s cousin brought her one from Paris, 
and it is just elegant. Oh, please, mamma, don’t 
shut the door! I can't study if I am shut up here 
all by myself. I won’t talk any more. ( Studies 
quietly , but with frequent glances at the clock.) There, 
it is ten o’clock, and my time is up. My head aches 
awfully, and I am just too tired for anything. 
Mamma, can’t Frank and I have just one game of 


GOOD-BYE TO LESSONS. 


177 


checkers? “Time to go to bed.” That’s what I 
always hear when I want a little fun. It’s nothing 
but work, work , dig , dig , from morning till night, and 
then half the night. It is perfectly horrid! 


Good-bye to Lessons. 

(Tune : “ Good-bye to Summer.”) 

Good-bye, good-bye to lessons, 

For the year is nearly done, 

For the year is nearly done. 

We’ve worked and watched and waited, 
Vacation is begun. 

Our books and slates are resting, 

The blackboard’s very neat, 

And now our work is finished, 

Vacation will be sweet. 

Our friends are gathered with us 
To keep the happy day, 

To keep the happy day. 

We welcome them with gladness 
To join our merry lay. 

We’ll do our best to please them 
With speeches and with song, 

And promise, for their patience, 

Not to keep them very long. 


Vacation Song. 

(Tune : “ Work for the Night is Coming.”) 

Now is our labor ended, 

Welcome vacation’s joys; 

All hearts are filled with gladness, 
Happy girls and boys. 

Sing till the walls re-echo, 

Sing with a right good cheer, 

Sing that we all are merry, 

For vacation’s here. 




178 


CLOSING DAY. 


Work has been hard and earnest 
Playtime will be most sweet, 
With bluest skys above us, 
Flowers at our feet ! 

Sing till the walls re-echo, 

Sing with a Fight good cheer, 
Sing that we all are merry, 

For vacation's here. 

Now may vacation give us 
Happiness, strength, and health; 
These are the best of blessings, 
These are truly wealth. 

Sing till the walls re-echo, 

Sing with a right good cheer, 
Sing that we all are merry, 

For vacation’s here. 


Graduates’ Song. 

By John R. Dennis. 

(Air: “ Auld Lang Syne.”) 

And now the parting hour has come— 
To-day will be the last— 

To our dear school we bid adieu 
Where happiest days have passed. 

Chirrus: Of old times here, my friends, 

Of old times here. 

We’ll think with joy in future years 
Of old times here. 

We’re bound to leave our teachers kind, 
And schoolmates tried and true— 

We’ll keep in memory each and all, 

And oft the past review. 

Chorus: Of old times here, my friends. 

Thanks for the lessons gathered here, 
Improving heart and mind ; 

All those who’ve sought for wisdom’s ways 
A true reward shall find. 

Chorus: Of old times here, my friends. 



'APPROACH OF VACATION. 

Oh, comrades, some afar will roam, 

And tired the feet become, 

Yet oft the thought of old times here 
Will chase away the gloom. 

Chorus: Of old times here, my friends 
Of old times here, 

We’ll think with joy in future years 
Of old times here. 


Approach of Vacation. 

By Lettie E. Sterling. 

(Let the primary children sing this to the tune of “ Lightly Row.”) 

Roses bloom: 

Their perfume 
Says, “ ’Tis almost here.” 

Bees now hum, 

“ Soon ’twill come.” 

Let us give a cheer. 


As winds pass, 
Blades of grass, 
Daisies, buttercups 
Gracefully 
Nod, “ Ho-he ! 

Soon with us it sups.” 


Days grow warm: 

Here’s a swarm 
Of tormenting flies. 

Each fly does 
Buzz, buzz, buzz, 

“Very near it lies.” 

Each new day 
Seems to say, 

“ Nearer it is brought,” 

And the star, 

Up so far, 

Twinkles, “ It’s ’most caught ,* 1 



CLOSING DAY. 


(So 


Can’t you guess 
Why we dress 

Thoughts in words of cheer? 
’Tis ’cause we 
Plainly see 
That vacation’s near. 

When that comes, 

All the sums, 

Compositions, maps, 

Binding rules, 

Hardest stools, 

Fall in fairies’ laps. 

Studies do 
For a few 

Months when earth’s not gay; 
From them free 
We would be, 

If too long they stay. 

Soon, all day 
We can play, 

Run and shout and go; 

When our fun 
Has begun, 

Happy health we’ll know. 


Work and Win. 

(An exercise for ten pupils. An arch may be marked on the wall of the 
school-room, and tacks put in at proper place, so that the letters may be hung 
upon them. The letters may be made of pasteboard, of some color to contrast 
with the wall. As the first pupil recites his selection, he steps forward and hangs 
his letter " W ” at the left hand, the second pupil following, etc , till the motto is 
completed.) 

W—hatever is worth doing is worth doing well. 

O—mission to do what is necessary 

Seals a commission to a blank of danger. 

R—est is not quitting the busy career, 

Rest is the fitting of self to one’s sphere. 

K—nowledge is power. 



VAN AMBURGH’S MENAGERIE. 


181 


A—ttempt the end, and never stand in doubt. 

N—othing so hard but search will find it out. 

D—o the duty that lies nearest to you; thy next duty 
will already have become clearer. 

W—ork is its own best earthly meed. 

I—n every rank, or great or small, / 

Tis industry supports us all. 

N—ever an idle moment. 



(This can be made very enjoyable for a large audience. The elephant can be 
made up with a board laid on the backs of two boys ; his trunk is a roll of cloth 
tacked to the board ; his tusks are two boughs from which the bark is freshly 
peeled. The cages may be as numerous as there is room. Each is made like a 
picket gate, using lath for the slats ; each animal marches in, bringing his cage 
with him, keeping the slats towards the audience; a wire should be stretched across 
from side to side, to hang the cages on or to lean them against. 

First, a boy comes in and tacks up a show bill, “ Great Show.’’ It has pictures 
on it. Next some small boys come in and spy the poster and dance around and 
show signs of joy. Then music is heard, and they rush out apd the show comes in. 
the elephant at the head ; the showman is the central figure ; he must be rigged 
out in as showy a uniform as can be devised. Several boys accompany the show 
and stand around and are turned out. “Go and get your tickets.” The show 
is planted, the curtains drawn aside from the cages. v . 

The band is composed of boys who have whistles, moutfo-organs, etc. They 
precede the procession; when all is ready they stand on one'side and play when 
the showman commands. They should learn some tunes like■'•*“1Yanjkfee Doodle,” 
etc. The show being ready the crowd is let in; all sorts o( odd ‘dresses being 
worn. If possible the crowd march off or around and come in again with other 
hats, etc. Unless there is an effort there will be noise and confusion rather than 
a show; the animals will howl as they are punched ; this must be done only as a 
setting-off of the show. The interest to the audience is the actions of the crowd, 
its wonder, its remarks, its behavior; there must be gesticulation and all the acts 
of a real show. The showman must he good-natured and bright, and keep his 
crowd amused. Only the skeleton of his remarks are given ; this may be filled 
out as time will allow and the speaker be able 

When the show is over the procession is formed and all march out, the band 
last playing.) 


Scene First. 


Band marching in, followed by elephant and show¬ 
man. “ Now, boys, you must all clear out; this is the 
place for the show ; go and get your tickets.” Boys 
go out talking and gesturing. “ I’m going to be 
there,” etc. Band stops playing and cages are ar¬ 
ranged. The showman addresses attendants. “Feed 
the elephant some hay ; give the lion five pounds of 
beef ; don’t give the wolf anvthing—he howls better 



CLOSING DAY. 


182 

when he is hungry. Look out about the boys putting 
peanuts in the elephant’s mouth—it makes him mad 
and he may break things. John, you may take tickets 
to-day ; look out that you don’t get any poor quarters 
this time. Don’t let in any woman with a baby in her 
arms.” 


Scene Second. 

j 

The showman stands waiting ; he has a rod in his 
hand for pointing, etc. 

Noise is heard outside. “ Let me in, mister,” etc., 
etc. “ Open the doors, John.” Motions to band to 
play. The crowd come pouring in ; queer bonnets, 
hats shawls, one woman with a baby under shawl gets 
past. Stops the band. 

“ Now then, ladies and gentlemen, this is the great¬ 
est show on earth ; these animals have been brought 
from all parts of the earth. See the noble elephant 
with tusks of pure ivory worth thousands of dollars. 
Boys, keep away from that monkey’s cage ; he won’t 
bear fooling with. That elephant is one of the larg¬ 
est in the world.” “ I will now walk him around.” 
Motions to band and a circuit is made. 

“The most curious animal here is this polar bear ; 
he likes nothing so much as to lie on a cake of ice.” 
“I say, mister, mister, the monkey’s got my cap.” 
The crowd presses around the monkey’s cage. “ Here, 
Jurctbo, none of that, sir ; take that cap off your head 
this instant and give it back to the gentleman. There, 
sir, it’s only torn a little, but you can easily get your 
sweetheart—I guess you’ve got one.—Oh, I see, right 
here, hey?—that’s she beside you; you have made a 
good selection, sir. 

“ That monkey is a truly wonderful animal : he was 
caught on the Amazon River ; he can sing a little. 
Sing, Jumbo.” A queer noise heard ; crowd laugh. 
“Well, he hasn’t the voice of a Jenny Lind, but he is 
the only monkey in the world that can sing. 

“Now, boys, keep away from the elephant ; he will 
hit you with one of those tusks and you will yell.” 
Yell heard—confusion around the elephant; showman 
hurries there. “That’s what I was afraid of; stand 


VAN AMBURGH’S MENAGERIE. 


I »3 


back; he ain’t much hurt.” The crowd marches around 
gesticulating, eating apples and peanuts. Now and 
then a howl is heard from the animals. 

“Now, ladies and gentlemen, the show is about to 
close. I thank you for your liberal patronage, and bid 
you good-night. March out by rear door.” Picks up 
bundle. “ Here, some woman has left her baby—it’s a 



wonder the wild-cat didn’t reach through and get it.’* 
Woman rushes forward and seizes bundle. “ Be more 
carefulnext time,madam.” Attendants push thecrowd 
out, then the band begins to ^lay; the animals pick up 
cages and march out; the elephant goes last; then the 
band, and last the showman, making elegant bows to 
the audience. 












































184 


CLOSING DAY. 


The Arch of Success. 

By C. M. Harger. 

(Materials: These can be furnished by any carpenter at a trifling cost. 
They are (i) An oblong box, four feet X eight inches X eight inches ; (2) An arch, 
three feet from base to base, four inches thick and six inches in radial width, 
sawn into eleven segments, the center one beiug larger than the others, and in the 
shape of a keystone. There should a'so be a light, semicircular support made td 
exactly fit under the aich and support the blocks, but be provided with a handle 
on the back side so as to be easily removed. The blocks or segments, and the 
oblong box should be covered with white paper and lettered plainly across their 
face, as indicated below. 

A stand having been drawn to the front of the stage, the first pupil, a young 
man, steps forward with the base (the oblong box) and places it thereon as the base 
of the arch. It is lettered.) 

Character: “ The arch of success must be based, as 
all true success must be, on chararter. Character is an 
attribute of the soul; it is inherent, not manufactured. 
Reputation may be the result of intention; character 
must be the result of aspiration. Reputation is what 
men think we are; character is what God knows we are. 
Reputation is an outer view from the world around; 
character is an inner view from our own hearts. There 
may be an undesirable reputation and agood character, 
but success is sure to follow. When, however, there 
is a good reputation with only a bad character to 
sustain it, there can be no true success in this world 
nor in the world to come. Lay the foundations of life 
broad and deep, in noble, upright, Christian character. 
It is only thus that the superstructure can be built 
firmly, strongly, lastingly.” — Adapted . 



(Having laid the foundation, the support for the segments of the arch is now 
p’aced in position, and the appearance will be as in Fig 1. The blocks are now 
laid ; girls placing those ui on the right and boys those on the left After placing 
the block, the recitation is given. Should it be desired to make the exercise longer 
the arch may be made larger and more space mayjbe given to recitations, which can 
easi y be found, as the subjects are general and common ones. The number oppo¬ 
site the parts correspond with those in Figure 2.) 





THE ARCH OF SUCCESS. 



There is a little maiden— 

Who is she? Do you know?— 

Who always has a welcome 
Wherever she may go. 

Her face is like the May-time, 

Her voice is like a bird’s ; 

The sweetest of all music 
Is in her joyful words. 

The loveliest of blossoms 

Spring where her light foot treads; 

And most delicious odors 
She all around her sheds ; 

The breath of purple clover 
Upon the breezy hills ; 

The smell of garden roses, 

And yellow daffodils. 

Each spot she makes the brighter 
As if she were the sun ; 

And she is sought and cherished, 

And loved by every one. 

By old folks and by children, 

By lofty and by low ; 

Who is this little maiden ? 

Does anybody know ? 

You surely must have met her—■ 

You certainly can guess : 

What ! must I introduce her? 

Her name is Cheerfulness. 

—Marion Douglass 






186 


CLOSING DAY. 


2. Industry. 

Industry is a substitute for genius. When one ot 
more faculties exist in the highest state of develop 
ment, as music in Beethoven, invention in Fulton, or 
poetry in Milton, we call their possessor a genius. 
But a genius is usually understood as a creature of 
such rare facility of mind that he can do anything 
without labor. According to the popular notion, he 
learns without study, and knows without learning. 
While ordinary men toil for knowledge, a genius is 
supposed to receive it as the mind receives a dream. 
H is mind is a vast cathedral through whose colored 
windows the sunlight of knowledge streams, painting 
the aisles with varied colors and brilliant pictures. 
Such minds may exist ; but so far as my observations 
go, their possessors are noted for their utter indo¬ 
lence, long hair, for being very conceited, very disa¬ 
greeable, very affected, and very useless—beings which 
do man wants for friend, pupil, or companion. 

—Adapted from Beecher . 

3. Faith. 

Don’t be sorrowful, darling, 

Now don’t be sorrowful, pray, 

For taking the year together 

There isn’t more night than day ; 

The rain may beat the windows ; 

Time’s wheels may heavily run ; 

But taking the year together, 

There isn’t more cloud than sun. 

We’ll all grow old, companions, 

Our hair will turn to gray ; 

But taking the years together 
You always will find the May. 

We’ll have our May, companions ; 

Life’s roses are sure to blow ; 

Though drifting clouds may now abound* 

And long, dark nights and snow. 

But Faith is true, my faithful, 

In night as well as day ; 

And the true heart knows that it can go 
Where’er Faith leads the wav. 


THE ARCH OF SUCCESS. 


187 


There’s a God of the night, my faithful, 

Of night as well as of day ; 

And the gale of Death, with chilling breath, 
Leads up to the heavenly way. 

—Adapted from PeaU . 

4. Sincerity. 

Sincerity, I think, is better than grace. A false man 
cannot build a brick house. If he do not know and 
follow truly the properties of mortar, burnt clay, and 
what else he works in, it is no house that he makes, but 
a rubbish heap. Of the great man especially I will 
venture to assert that it is incredible that he should 
have been other than true. No Mirabeau, Cromwell, 
Burns, Napoleon, no man adequate to do anything, but 
is first of all in right earnest about it—what I call a 
sincere man. I should say sincerity , a deep, great, 
genuine sincerity, is the first characteristic of all men 
in any way heroic.— Carlyle . 

5. Hope. 

In hope the king doth go to war; 

In hope the lover lives full long; 

In hope the merchant sails full far; 

In hope just men do suffer wrong. 

In hope the ploughman sows his seed; 

Thus hope helps thousands in their need; 

Then faint not, heart, among the rest, 

Whatever chance, hope thou the best. 

Hope through the darkest night, for soon 
Thine eyes shall see the coming dawn; 

Hope at the flood-tide of the noon, 

That shadows linger on the lawn. 

Faint not, faint not, all danger breast; 

Whatever chance, hope thou the best. 

6. Courage. 

Be bold, be firm. When you shall say. “As others 
do, so do I,” then dies the man in you. Then perish 
the buds of art, of poetry, and of science, as they have 
died already in a thousand thousand men. The hour 
of that choice is the crisis of your history; see that 


i88 


CLOSING DAY. 


you hold yourself fast. Explore, explore, explore. 
Make yourself necessary to the world and mankind 
will give you bread.— Emerson. 

Write on your doors this saying, wise and old : 

“ Be bold! be bold! ” and everywhere, “ Be bold! 
Be not too bold!” Yet better the excess 
Than the defect. Better the more than less; 

Better like Hector on the field to die, 

Than like the perfumed Paris turn and fly. 

— Longfellow, 

7. Virtue. 

Sweet day, so cool, so calm, so bright, 

The bridal of the earth and sky, 

The dew shall wrap thy fall to-night, 

For thou must die. 

Sweet rose, whose hue, angry and brave, 

Bids the rash gazer wipe his eye, 

Thy root is ever in its grave, 

And thou must die. 

Sweet spring, full of sweet days and roses, 

A box where sweets compacted lie, 

My music shows you have your closes, 

And all must die. 

Only a sweet and virtuous soul, 

Like seasoned timber never gives; 

But though the whole world turns to coal, 

Then chiefly lives. —George Herbert, 

8. Perseverance. 

A swallow in the spring 

Came to our granary, and ’neath the eaves 
Essayed to make a nest, and there did bring 
Wet earth and straw and leaves. 

Day after day she toiled 

With patient art; but ere her work was crowned, 
Some sad mishap the tiny fabric spoiled, 

And dashed it to the ground. 

She found the ruin wrought, 

But, not cast down, forth from the place she flew. 
And witli her mate fresh earth and grasses brought 
And built her nest anew. 


THE ARCH OF SUCCESS. 


189 


And scarcely had she placed 

The last soft feather on its ample door, 

When wicked hand, or chance, again laid waste 
And wrought the ruin o’er. 

But still her heart she kept, 

And toiled again,—and last night, hearing calls, 

I looked,—and lo ! three little swallows slept 
Within the earth-made walls. 

What truth is here, O man ! 

Hath hope been smitten in its early dawn? 

Have clouds o’ercast thy purpose, trust, or plan ? 
Have faith and struggle on ! — R. S. S . Andros. 

9. Charity. 

* 4 Faith, Hope, and Charity, these three ; but the 
greatest of these is charity.” 

A young rose blossomed on the lawn, and stars 
shone, and dewdrops sparkled upon its bosom. Morn¬ 
ing came; with dancing breezes whispered to the rose, 
and it awoke joyous and smiling, swinging lightly to 
and fro on its slender stem. Then came the ardent 
sun-god sweeping from the east, and smote the rose 
with its scorching rays, and it fainted. Now the 
gentle breeze came tripping along on her errand of 
mercy and love ; and when she fondly bathed its head 
in cool, refreshing showers, the young rose revived, 
and looked smiling with gratitude to heaven, bless¬ 
ing the breeze; but she hurried away singing through 
the trees. Thus charity, like the breeze, gathers fra¬ 
grance from the drooping flowers it refreshes and 
unconsciously reaps a reward in the performance of 
its office of kindness, which steals on the heart, like 
rich perfume, to bless and to cheer. 

—Adapted from Mrs . Winion. 

10. Aim. 

In the tempest of life, when the wave and the gale 
Are around and above, if thy footing should fail, 

If thine eye should grow dim and thy caution depart, 
Have an aim to pursue with an unwearied heart. 

Should the visions which hope spread in light to thine 
eye, 

Like the tints of the rainbow, but brighten to fly; 


190 


CLOSING DAY. 


Then turn and through tears of repentant regret, 
Aim high toward the sun that is never to set. 

If the friend who embraced in prosperity’s glow, 
With a smile for each joy and a tear for each woe, 
Should betray thee when sorrows like clouds are 
arrayed. 

Look aloft to the friendship which never shall fade. 

— Adapted. 

(The ten blocks having been laid and the arch being now re dy for the key¬ 
stone, let the superintendent or some prominent person make a few remarks re¬ 
garding the importance of the keystone in masonry; how the arch is dependent 
upon it for stability, and but for it would fall in rums. 1 he arch will now present 
the appearance of Fig. 2. 

The keystone is education. It should bo placed by a young man who should 
have an orig nal oration, five minutes in length, upon the importance of education 
—how with all the other qualifications no true success can be attained without it, 
etc., etc. 

It will add to the impressiveness if, in placing the keystone, a small mallet or 
gavel be used, and the block be driven into place by light but firm strokes. If 
the arch has been properly constructed this can easily be done. Then the support 
is to be removed, and the arch will stand alone presenting the appearance of 
Fig 3 -) 

Singing : “Sowing the Seed.” 



The Raving Crazy Quilt. 

By Alice Perry. 

(To make this shadow pantomime, a wet sheet should be tacked firmly across 
the opening made by folding doors, or over a light wooden frame made for 
the purpose. The latter is best adapted to a stage. Behind it a light should be 
placed in the proper position to throw the shadows p'ainly upon the screen, and all 
ether lights should be extinguished. The actors should be careful always to pre¬ 
sent a profile view to the audience, and avoid touching the sheet while perform 
ing. A person should be stationed out of sight to read the verses, and pause at 
•tated intervals.) 

Reads: 

“ In a village beginning and ending with E, 

There lived ancient spinsters just forty and three ; 







THE RAVING CRAZY QUILT. 


191 


That was their number, and that was their age, 

They all took Scotch snuff, and drank catnip and sage. 

(Seven girls, dressed alike in limp gowns and large sun-bonnets, pass behind 
screen one after another, taking snuff and drinking tea alternately. They pass 
behind the light, and cross back of screen again, six times, being joined the last 
time by an eighth girl, similarly attired, thus giving the effect of an unbroken line 
•f forty-three.) 

Reads: 

“ What one did, the others were crazy to do, 

And so just as soon as Miss Patience Sykes knew 
Prudence Pratt was piecing a crazy bed-spread, 

The same kind of mania got into her head. 

“The rest of them caught it, and crazy became, 

All piecing bed-quilts exactly the same, 

When one met another, both eagerly said : 

* Wont you give me some pieces to put in my spread ? ’" 

(Two spinsters rush in from each side of screen, each bearing at arm’s length a 
large table-cloth. They embrace energetically in centre of screen, and rush off in 
opposite directions.) 

Reads : 

“ Miss Prudence Pratt, and Miss Patience Sykes, 
Were precisely alike in their likes and dislikes, 

On twin cane-seat rockers each fine afternoon 
They rocked, and they pieced, and they gossiped in 
tune.” 

(Two spinsters enter from opposite sides of screen, each dragging a rocking 
chair after her. They seat themselves ; rock violently, sew perpendicularly into 
the air, with very large needle, and long thread ; now and then darting faces 
forward till their noses touch, each with one hand—the fingers widespread— 
covering the side of the mouth next the screen, as though gossiping. They re¬ 
move chairs at the end of the scene in the same manner of bringing them on.) 

Reads: 

“ Young Samuel Spry, a kind neighbor's son, 

Was easily hired on their errands to run; 

A big bushel basket he carried for each, 

And begged patchwork pieces from all within reach 
Then, returning with joy, he would enter their door, 
Drop his load at their feet and run off for more.” 

(Enter small boy, bearing two large bushels suspended by means of a string 
over the shoulder next the screen, one hanging in front of him. the other behind ; 
he empties them one after the other at the two spinsters' feet, and runs off in the 
opposite direction, one of the baskets upside down upon his head, the other in his 
hand.) 

Reads : 

“Old Timothy Trotter, ’tis sad to relate, 

Each spinster considered her fore-ordained fate. 


192 


CLOSING DAY. 


The only old bachelor there was in the town, 

He received all the smiles, and nary a frown. 

“ He carried a cane,—doffed ancient silk hats, 

And sported the gayest of plaid silk cravats. 

So great was the length of the kerchiefs he wore, 

The ends of them always were dragging the floor.” 

(Enter old gentleman, with cane, tall beaver hat, long coat tails, and long stiff 
scarf tied about his neck, the ends touching the floor. He stoops forward as 
though bent with age, in order that the cravat ends may be plainly visible, trots 
across the stage with an ambling gait, and disappears.) 

Reads: 

Oh, dear Mr. Trotter ! ’ each spinster would cry, 
When she espied Timothy trotting near by, 

‘ Won’t you give me a piece of your pretty cravat? 
Here’s a place I have saved just on purpose for that! ’ ” 

“ Poor Timothy !—nothing then left him to do, 

But to pull out his jack-knife and cut it in two. 

‘I soon shall he ruined,’ in rage he would say, 

‘At the rate I am buying a neck-tie a day.’” 

(Enter Timothy in same manner as before. Spinster appears from opposite 
side of screen, and stretches out both hands, palms outward, in supplicating atti¬ 
tude. Timothy pauses, plucks up one cravat end, ho.ds it at arm's lei.gth, draws 
out carving knife, holds it high in hair, brings it down upon cravat end, tosses the 
end to spinster, who catches it with both hands and presses it to her bosom, and 
goes off the stage in one direction, while spinster departs in the other. As soon 
as she disappears from sight, Timothy reappears on the same side that he went 
off, shakes his fist violently in the direction the spinsters departed,—pulls out 
carving knife and makes imaginary stabs into the air, and retreats backwards, 
shaking his cane menacingly till he disappears from view. Spinster then reap¬ 
pears on opposite side, waves cravat end,—and retreats slowly backward, kissing 
her hand in the direction he has taken.) 

Reads : 

“ Miss Patience Sykes and Miss Prudence Pratt 
Had entreated in vain for a piece of cravat, 

And dire vengeance vowed on Timothy’s head, 

If he gave to aught else that for which they had pled. 

(Timothy crosses stage, cane tucked under his arm, both cravat ends grasped in 
one hand, held far in front of him As he disappears from view, two spinsters 
appear from the same side and advance to centre of screen, one holding a broom 
in a threatening attitude ; the other follows at a short distance with a tea-kettle 
held high, as though in the act of pouring. They retreat slowly backwards in tilt 
direction from which they have come.) 

Reads: 

“Miss Caroline Crabtree, a spinster was she. 

The finest and fairest of all forty-three; 

She minced down the street in stylish array, 

And Miss Patience’s cottage she passed on the wav. 


THE RAVING CRAZY QUILT. 


193 


“ O thrice luckless Timothy ! what should she bear 
But a scarf e’en more gorgeous than those you do 
wear. 

A sly damsel she, but rash for her years, 

She bought it to set the old maids by the ears.” 

(Enter spinster, fearfully and fashionably arrayed, in tall crowned hat, huge 
bustle, etc. She minces slowly across the stage,—her hands drooped far in front 
of her in kangaroo fashion,—the one next the screen holding a long scarf—and 
disappears from view.) 


'Reads: 

“ Poor, poor Mr. Trotter! on him they descended 
As home he was hying, his day's labors ended ; 
Patience seized this end, and Prudence seized that, 
And both pulled away on his new plaid cravat. 

“ It parted,—and each with a fragment held tight, 
Thrice turned a gay somersault easy and light, 

While Tim othy, fleeing, not once looked behind, 

But rushed swiftly home on the wings of the wind.” 

(Enter Timothy, advances towards centre of screen. Two spinsters rush in 
from opposite sides,—each seize a cravat end (which should be loosely sewn to¬ 
gether in the middle), and leaning backwards, apparently pull with all their might. 
It parts, they both fall backward to the floor, and Timothy rushes from sight in 
the opposite direction from which he entered. Exit spinsters waving cravat ends 
triumphantly.) 

Reads: 

“ ‘ This makes forty-two/ he said to himself, 

As he took a big band-box from off of the shelf, 

‘And here is one left, my only cravat, 

I declare ! I’ll be hanged if they shall have that.’ ” 

(Enter Timothy running. Wipes face with handkerchief, goes to table (which 
should be pushed in immediately after his last exit), takes down large band-box, 
takes off cover, and looks inside. Draws out cravat similar to others, holds it at 
arm’s length, and pantomime wrath and despair.) 

Reads: 

“ And Timothy, proving his words to be true, 

Tied in a slip noose, and put his head thro'; 

Sprang on to the table and made the knot fast ; 

And found himself free from his troubles at last.” 

(Timothy ties cravat in a slip noose, mounts table, fastens scarf apparently to tha 
ceiling, taking care to have it of the proper length to be comfortably loose, and at 
the same time to appear as if tightly drawn,—springs off the table sidewise, on xhe 
side next the sheet, and assumes posture as nearly as may be of a hanging person. 
Head droops forward, beaver falls off, hands hang in a lifeless way at sides. Knees 
incline slightly outward, and the personator should rest as much as possible on the 
tips of his toes Two large b ys, to represent men, enter from opposite sides, raise 
their hands, start back, and pantomimes alarm. One of them advances, takes carv- 
tng knife from table and severs cravat, when the body falls to the floor ) 


194 


CLOSING DAY. 


Reads: 

“ But sad to narrate, when the fatal cravat 

Was severed once more with the same jack-knife that 

Had severed the rest,—it was stolen away, 

And the forty-third counterpa?ic decks to this day.” 

(Enter spinster in sun bonnet, etc., on tiptoe, unobserved by men who are stoop¬ 
ing over Timothy's body, one at each end. holding a demijohn upside down to his 
mouth. She steals sly.y along, grasps cravat end hanging from ceiling, and runs 
out waving it, on the same side that she came in. The men put down the demijohn, 
shake their heads slowly. One of them takes Timothy by the head, the other by 
the heels, and march out. A fiddle behind the scenes strikes up the tune John 
Brown ” as the men carry the body out. Enter spinsters dressed as in scene I, hold¬ 
ing large handkerchiefs to eyes, heads bowed, and slowly marching to the music. 
They should continue to cross the stage as in scene I, till all forty-three have 
passed, keeping slow time to music.) 

(Light is extinguished, or curtain falls.) 

Note I.—All costumes should be planned to appear grotesque as possible, in 
shadow. 

Note II.—Any funny bit of stage business adding to the effectiveness of the 
scenes, should be introduced. 

Note III.—All non performers playing the part of assistants should be careful 
always to keep behind the light. 


The Nations. 

By E. M. Kingsley. 

(The following tableaux can be easily represented in the school-room. A cur¬ 
tain of some opaque material (dark red canton flannel is suitable) is necessary. 
One may be made by the oldor girls after school hours. If the tableaux are given 
in the evening, the room must be darkened excepting where the performers stand. 
This part is best illuminated by footlights, or a substitute for them, depending, of 
course, upon the appliances it is possible to obtain. 

NO. I. JAPAN. 

This country is pictured by a Japanese girl seated 
upon a rug, her feet crossed under her, a low table at 
one side (box a foot in height covered with cloth) with 
tea-things upon it. She is bending forward slightly, 
with the tea-pot in her hand. A background may be 
made by joining screens and a clothes-horse, and 
throwing draperies over them. Japanese fans and 
lanterns may be hung around. 

f A costume of Japanese cotton can be bought in the 
large towns, or one could be made after a pattern. 
If the latter is done, use a dark-blue gingham, with 
a petticoat, neckerchief, and sash of turkey red. The 
hair should be combed back tightly from the forehead, 
and gathered high on the head. Long woolen knitting 
needles could be run through the hair for ornaments. 



THE NATIONS. 


195 


, NO. II. RUSSIA. 

An old-fashioned child’s sleigh, with runners turned 
up in front and a rod for pushing at the back, can be 
introduced in this picture. Place a child on the seat, 
and lay a fur rug over her feet. She should be dressed 
in hood, mittens, muff, and jacket. A boy stands at 
the back of the sleigh in skating costume—skates, 
fur cap, and gloves, with a foot raised as if in motion. 
Bits of cotton should be distributed over his coat, 
and white cotton sheets laid upon the floor. For a 
background use branches of evergreen. 

NO. III. SPAIN. 

A very good castle can be represented with gray cam¬ 
bric. Sew the lengths together, and then paint outlines 
of stones irregularly with white oil paint. Cut out a 
window (four feet square) on three sides only, leaving 
the other at the right or left to swing open; fasten it 
with strings in the right position. Behind this window 
(mounted on a step-ladder) appears the face and shoul¬ 
ders of a Spanish maiden. She wears a black lace 
scarf over her hair, bracelets, necklace, and red silk 
waist. Below her, outside the window, stands a boy 
in troubadour costume (a variation of the bicycle 
costume), knee trousers, low shoes with rosettes, loose 
shirt, red sash, and velvet cap. A guitar or banjo is 
hung over his shoulder by a bright-colored ribbon. 

NO. IV. FRANCE, 

Any one who has read Miss Howard’s “ Gwenn ” can 
get up a vivid picture of the fishing people in Brittany. 
Two or three boys may take the parts of the fishers, 
and wear rough out-door suits, caps, and heavy shoes. 
They stand together pulling in their nets (tennis nets) 
and back of them are the girls in the dress of Breton 
women—short, plain skirts, wooden shoes (slippers 
covered with brown paper to imitate the pointed 
wooden shoes) white caps with flaring ends over the 
ears,—with baskets on their arms. 

Use light blue lining cambric for a sky at the back, 
and paint white clouds upon it. An old row-boat, 
oars, and fishing materials add greatly to this scene. 


196 


CLOSING DAY. 


NO. V. GERMANY. . 

A group of musicians gives the idea of the love of 
music in Germany. If there is a piano, or organ, seat 
a girl dressed in a quaint costume at that—hair 
braided down her back, white waist with velvet 
bodice, full white sleeves, dark skirt. A boy with aj 
violin and music-rack should be at one side. Any* 
other instruments—flute, cornet, ’cello—would be an 
addition. A German flag and pictures of Beethoven 
and Mozart should decorate the walls. 

NO. VI. INDIAN. 

Make a wigwam with three poles twelve feet long, 
fastened at the top with nails. Throw around it fur 
rugs. A girl dressed like an Indian squaw sits at the 
side shelling corn. Her costume could be made of 
dark cotton material, with tinsel added, feathers in 
her hair, etc. Back of her stands a boy in leather coat 
and knee trousers, stringing a bow. Hang up rugs 
having the head of some animal upon them, deer horns, 
and stuffed birds, as typical of the life of the hunter. 


The Picnic. 

By May Floyd. 

(Scene.—A sitting-room in which a little girl, Allie, is waiting for the party of 
children.) ( Enter two boys and two girts.) 

Allie. —Well, I am glad you have come at last. I have 
waited for you a whole hour. What made you so late ? 

Nettie .—Why, this is the time we promised to be 
here, half-past nine. 

Allie .—Your clock must be very slow. It struck ten 
just five minutes ago. 

Ralph. —I was hunting my fishing-rod. 

Archie .—Well we are here now ; can’t we start? 

Mary. —Oh, no, we must wait for Robert. 

Archie. —All right, then. We will sit down. I am not 
much in a hurry to go to a picnic in an old weedy wood. 

Allie. —I am ; I want to find some wild flowers. 

Mary. —So do I. I love the blue violets and yellow 
buttercups. 

Archie. —Oh, you do. Did you ever love yellow 
violets and blue buttercups, Mary? 



THE PICNIC. 


197 


Mary .— Yes , I did. 

All. —O, ho, Mary. Yellow violets and blue butter¬ 
cups ! 

Mary. —I never saw blue buttercups, but I have seen 
yellow violets. ( They all laugh.) I am sure I have 
gathered yellow Jonnie-jump-ups, and I will prove it 
to you to-day. 

Archie. —What will you do if you see a snake come 
cr-ee-ping—cree-ping at you in the grass (girls all 
f cream) when you are gathering your yellow Jonnie- 
jump-ups ? 

Nettie. —We will stay away from the tall grass. I 
think it is fun to make play-houses out of moss and 
sticks. 

Allie. —Oh, yes, right in under a great oak tree. 

Nettie. —Yes, underneath the dearest, greatest, dark¬ 
est, shadiest old tree. When you look up you can’t 
see clouds, nor sky, nor sun. (Appropriate gestures.) 

Ralph. —And you play you are living away off alone 
like Robinson Crusoe. 

Allie and Nettie. — O, yes, it is such fun. 

Archie (in gruff voice). —Way off in the dark woods, 
with no one near, among the wild beasts of the forest. 

Allie. —Oh, hush, you make me shiver. 

Nettie. —Now you are going to say something horrid; 
I know you are. 

Archie (same voice). —Under an old dark tree, where 
you can see neither clouds, nor sky, nor sun. Sud¬ 
denly you hear gr-r-r. (Some one growls outside door. 
Girls scream and run away from door. Enter Robert.) 

Girls. —Oh, it is only Robert. 

Allie. —What made you frighten us so? 

Robert. —I heard a bear growling in here and as I 
knew this was not his house I feared he would feel 
lonesome unless he thought another bear was near. 

Nettie. —He has not appeared lonesome. 

Archie. —Not at all, Nettie. But, boys, as these girls 
jiike so well to play “Robinson Crusoe,” I propose to 
leave them one at a time along the road to the picnic, 
for they can only play the game alone. 

Nettie. —We won’t go at all now. 

Robert. —Weil I am so*-ry, for the wagon is ready at 
the door. 


198 


CLOSING DAY. 


Mary (drawing the girls aside ).—We will go, girls 
and we will think all the way to get some jokes on 
them. 

Allie .—We can’t frighten them, but we can put salt 
in the cold tea and let them have it all to themselves 

Nettie .—We can slyly put all the fish back in the 
river when they- 

Mary .—Be careful, Nettie, wait till they catch some 
thing. 

Robert .—All aboard for the picnic. 

Girls .—We come ! We come ! (Exit.) 


Scenes from “Hiawatha.” 

The following suggestions for portraying half a 
dozen scenes from Longfellow’s picturesque poem are 
given only in very brief outline ; the idea being 
brought to the teacher’s attention, it depends upon 
the resources of the place how and where to develop 
and amplify. Almost every school, however, could 
have the loan of costumes and articles needed to com¬ 
plete the effectiveness of the tableaux. In the West, 
there are many homes that can contribute Indian rel¬ 
ics, armor, and dresses for a school performance. As 
a help to details, the teacher should study pictures 
and illustrations of Indian life. The new edition of 
“Hiawatha,” illustrated by Frederick Remington, 
will give valuable hints. Pupils will take a great in¬ 
terest in studying the poem preparatory to giving the 
tableaux from it; the best reader should be chosen to 
read aloud the portions given as descriptive of each 
scene just before the curtain is drawn. 

A background of branches of trees to represent a 
forest will serve for each picture; a wigwam should 
be added in numbers 4, 5, and 6. As there is little or 
no change in the scenery, the pictures can be shown 
rapidly and form a part of an afternoon or evening 
entertainment. 

The reader begins with 

1. The Pipe of Peace. 

“ On the mountains of the prairie,” 
and ends with 

“The Pukwana of the peace-pipe.” 




SCENES FROM “HIAWATHA.” 


199 


The curtain is then drawn, and twelve boys are seen 
standing in a semicircle in Indian costume. There 
should be enough variation in their garb to show they 
belong to different tribes. Head-dresses of feathers 
may be constructed by the boys themselves; bows 
and arrows, and other articles that belong to Indian 
life borrowed or hired for the occasion. 

2. Childhood of Hiawatha. 

Begin to read at the words, 

“ By the shores of Gitche Gurnee,” 
and end with 

“ Called them ‘ Hiawatha’s brothers.’ ” 

One of the smaller boys impersonates Hiawatha in 
this scene, dressed as an Indian child. His grand¬ 
mother, Nokomis, wears the dress of an old squaw. 
She is seated on the ground, with Hiawatha near her, 
in a listening attitude. 

3. Hiawatha Shoots the Deer. 

The reader begins, 

“ Then Iagoo, the great boaster,” 
and concludes with 

“All the guests praised Hiawatha.” 

Hiawatha is a little older than in the preceding 
scene, and he may be represented by a taller boy. 
He stands in the centre, with one knee bent and his 
bow strung. If the stuffed head of a deer with antlers 
can be obtained, it should be fastened among the 
branches of the trees, where it is visible to the audi¬ 
ence. 

4. The Arrow-Maker and his Daughter. 

The reading begins with the lines, 

“ Homeward now went Hiawatha,” 
and ends with 

“ Not a word of Laughing Water.” / 

A wigwam is placed at one side. (This may be 
constructed with three poles fastened at the top and 
covered with fur rugs. It is easily moved and set up.) 
Minnehaha and her father are seated near it. The 
latter has piles of stones near him, and is bending 
over them, as if polishing them for arrow-heads. 


200 


CLOSING DAY. 


Minnehaha is busy with a wooden bowl and chopping 
knife. Her costume can be made of some bright, 
coarse woolen material ; necklaces and bracelets are 
around throat and wrists, and her hair is loosened 
and hangs down on her shoulders. A dark-eyed, 
black-haired girl should be chosen for the part of 
Minnehaha. 

5. The Wooing. 

\. 

The reading begins with the lines, 

/ “ Thus departed Hiawatha,” 

and concludes with 

“ Minnehaha, Laughing Water.” 

The arrow-maker stands beside his wigwam. Hia¬ 
watha is holding Minnehaha’s hand to lead her away. 
The entire chapter of the “ Wooing of Hiawatha ” 
may be read if there is no desire to shorten this 
scene. 

6. The Weeding-Feast. 

The lines, 

“ Sumptuous was the feast Nokomis' 

to 

“ And with herbs and leaves of fragrance.” 

Describe the surroundings for the final tableaux. 
As large a company of boys and girls as can be mus¬ 
tered should participate in this scene. There should 
be the effect of high feasting, and Hiawatha and 
Minnehaha should be distinguished by gayer and 
more elaborate costumes than the others. The 
wigwam should be placed at the back, among the 
branches of trees, and the whole company appear in 
a festive mood. 


What the Lessons Say. 

By Lizzie M. Hadley. 

(An exercise for seven children in the intermediate grade.) 

15/ Pupil: 

Never before hath a fairer day 
In the heart of the summer nestled away 
Than this, that comes with the year’s work done, 
To tell you VACATION has almost begun. 



WHAT THE LESSONS SAY. 


201 


Not quite, for if you’ve the time to hear, 

Some of the lessons we’ve studied this year 

Are waiting beside me. They’ve something to say. 

See ! there is one of them coming this way. 

School: 

What is your name, and pray who are you? 

Alphabet: 

I am the alphabet. How do you do ? 

By this time you all should have learned, pretty well, 
All the stories my wee, crooked letters can tell. 

You canT read without me, but I’ve yet to see 
The boy or girl who was e’er fond of me. 

But that matters not, for my duty I know ; 

'Tis to help you along in the way you should go. 

You must all get acquainted with me some day, 

And of course you find work is much harder than play. 

You will learn that my letters all wisdom combine, 
So this bit of advice let me give you, “ Don’t whine;” 
And don’t stand complaining like some silly dunce 
When there’s work to be done, but go at it at once. 

That is all I will say, for another comes quick . 

School: 

My friend, who are you ? 

Arithmetic: 

O, I’m Arithmetic ! 

I’ve worked pretty hard in the years flying past 
To make you grow wiser, but time goes so fast 
That though I have used every minute and second, 
There are still many things you ought to have 
reckoned. 

You can add and subtract, multiply and divide, 
Know something of fractions and cube root beside ; 
Can measure out coal, potatoes, and milk, 

An acre of land or a yard of blue silk; 

But, unless you should reach old Methuselah’s age, 

I could still find new lessons your time to engage ; 
Yet, I think on the whole you have done very well, 
But here comes another, with a story to tell. 


202 


CLOSING DAY. 


School: 

We are pleased, my good friend, your face now to see 
Pray what is your name ? 

Geography : 

I am Geography. 

Of continents, islands, and capes I well know ; 

Of mountains, whose tops are all covered with snow ; 
Of rivers, whose waters sweep on to the sea, 

And many more things could be told you by me. 

But more time it would take than you can well spare, 
For see where approaches, with majestic air, 

A fair little maiden so prim and precise, 

With speech that is careful, profound, and concise. 

Grammar: 

They call me Miss Grammar and ’tis my place to teach 
The names and the uses of each part of speech ; 

I show where a verb or a pronoun should stand, 

And here’s Punctuation with me hand in hand. 

Punctuation : 

I come with Miss Grammar, an-d this is my task— 
When your voice you let fall or a question you ask, 
When you stop at a comma, or exclaim in surprise, 
With both hands uplifted and wide open eyes, 

To be there to direct, and in every case 
To put each little mark in its own proper place. 
Though this is not all, it is all I will tell, 

For here is a lesson with words you should spell. 

Spelling: 

Yes, I am the “Spelling-Book.” Stand here in line 
If you want me to teach you these lessons of mine. 

O ! isn’t it funny when learning to spell, 

What curious stories the letters will tell ? 

It seems such a task to know right from wrong, 

And they’re never quite certain just where they belong 
Have you noticed how seldom the vowels agree ? 
And that /, often gets in the place of an e ? 


TAMBOURINE DRILL. 


205 


But perhaps you have heard all you cAre for to-day ; 
If so, I had better be running away. 

All: 

Yet we all will be back to begin the school year, 

And now we must go, for VACATION is here. 


Tambourine Drill. 

By Eloise Hemphill. 

(A Spanish costume is very pretty for this drill, but a dress of any color and ma¬ 
terial may be used. Ribbons, corresponding to predominating colors in costume, 
should be tied through the thumb-hole of tambourine. Arrange the class with the 
smallest in front; in marching to places, have the class march single file down the 
centre of stage; numbers 1, 3, and 5 turn off to the left and stop about three feet apart 
on the front line; numbers 2, 4, and 6 turn to the right and take their stand three feet 
apart on front line; numbers 7, 9, and 11 take their places three feet behind x, 3. and 
5 respectively; numbers 8, 10, and 12 behind 2, 4, and 6, and so on until all the odd 
numbers stand on the left half of stage, and the even numbers on the right half. 
Pupils should hold the tambourines in the right hand at the side when marching, 
and throughout the entire exercise. The arms and body should move gracefully. 
The eyes should follow the tambourine in every movement except in positions 8 and 
10.) 

1st Position.—With drum of tambourine turned 
toward the audience, strike the front of tambourine 
with tips of fingers of left hand on the odd beats 
through 8 counts. 

2d Position.—Throw right arm obliquely across 
front of body to left side, and strike the tambourine 
against left finger tips, through 8 counts, as in first 
movement. 

3d Position.—Swing tambourine from left to right 
alternately, striking once each time through 8 counts. 

4th Position.—Holding tambourine up to the right, 
proceed as in direction o?ie. 

5th Position.—Holding tambourine up to the left, 
proceed as in direction 2d. 

6th Position.—With arms still - up, alternate from 
left to right, as in direction 3d. 

7th Position.—Strike once at right side with arms 
down as in position 1; once at left side with arms up 
as in position 5; once at right side with arms up as 
in position 4; once at left side with arms down as in 
position 2; repeat through 16 counts. 

8th Position.—Left hand on hip; body slightly 
bent forward as if listening, standing with weight on 
right foot which is about 12 inches in advance of left 



CLOMNG DAY. 


204 


foot; bend right arm at elbow until side of tambour¬ 
ine rests on right shoulder; shake tambourine gently 
through 8 counts. 

9th Position.—Feet in same position; body straight¬ 
ened with weight thrown on left leg, which is slightly 
bent; right one perfectly straight; eyes forward; left 
elbow at waist line, hold the fore-arm in front of 
body, in an easy, graceful position; bring tambourine 
down from right shoulder on the odd counts, striking 
it against fingers of left hand; through 8 counts. 

10th Position.—Left hand on hip; weight of body 
on left leg; head turned toward the left; right arm 

straight in front, wave the 
tambourine toward the au¬ 
dience on the odd counts, 
as if repelling some one; 
this movement is made by 
«/r/j/motionalone; through 
8 counts. 

nth Position.—Position 
of left hand still on hip; 
weight of body, which is 
bent considerably forward, 
thrown on right leg, with 
knee well bent; strike the 
right knee with drum of 
tambourine on odd counts, 
and left shoulder on the 
even counts; through 16 
counts. 

12th Position.—Allkneel 
on right knee, holding both 
arms over head,strike tam¬ 
bourine; through 8 counts. 

MARCH. 

At a given signal, all rise 

1 --from kneeling position with 

•-- -- ..... - - - - tambourine held at right 

side. Half of the class turn to the left and half to the 
right, following their respective leaders, who march to 
the left and right, making each a circle, as shown in dia¬ 
gram below. When leaders have reached the centres, at 



^CENTEX 








WHEN SCHOOL IS OUT. 


305 


a given signal, let every one raise arms above head 
and strike tambourine in perfect time with music; 
while leaders wind their way out, which is done by 
following the dotted lines. 


When School is Out. 

By A. S. Webber. ' 

(This recitation, song, and march is to be given by five girls and five boytt.) 

{First boy and girl advance from opposite sides of the 
room , and stop when within a few feet of the ce?itre.) 

1st girl: What is the first thing you will do, 

When you are out and school is through ? 

1st boy : What will I do when I get out? 

Why you will hear an awful noise. 

And you may know the loudest shout 
Among the crowd of us schoolboys 
Will be myself, beyond a doubt, 

Just thinking of vacation joys. 

(These two will step back near the wall , beginning the 
formation of a semicircle as the second boy and girl ad¬ 
vance from the same sides and to the same place as did the 
other si) 

2d boy : What is the first thing you will do, 

When schooltime for this summer’s through? 

2d girl: Oh, I will start out on a run, 

And every one I know and meet 
I’ll tell them that our school is done; 

And it will be, oh, such a treat! 

You know ’twill be such lots of fun, 

For telling news is awful sweet. 

( The second boy and girl will step beside the first couple 
as the third boy and girl advance.) 

$dgirl: Same as 1st girl. 

3 d boy : Oh, I will give the wildest screech, 

And then will make rny highest spring, 



2o6 


CLOSING DAY. 


And catch what tree branch I can reach. 

And up among its bows I’ll swing; 
Then shout the news to passers each, 
Until I make the whole air ring. 

4 th boy: Same as second boy. 

I \th girl: When I am out I’ll laugh for glee, 

And laugh and laugh and get my fill, 
No matter what folks think of me; • 
For really how can one keep still, 

It is so jolly to be free 

And do whatever one may will. 

5 th girl: Same as ist girl. 

5 th boy: When I am out, why I shall feel 

Like tumbling o’er and o’er and o’er, 

So I myself will be a wheel 

And tumble till I’ve turned a score; 

And when the boys will shout and squeal^ 
I’ll only tumble more and more. 

6 th boy : Same as 2d boy. 

6 th girl: When I get out I’ll skip, not walk, 

And sing some of our parting song, 

I think the time I’ll drum with stalks 
Of some tall weeds if they are strong. 
I will not even care to talk 

For ever and ever and ever so long. 

7 th girl: Same as ist girl. 

7 th boy: When I am out I’ll start and run, 

And run so fast and far away, 

And when at last my race is done 
I’ll toss my books and have a play, 
And oh, it will be lots of fun 

To be out-doors the whole long day! 

8 th boy : Same as 2d boy. 

8 th girl I know that ’round and ’round I’ll dance, 
But I must kiss my teacher too, 

If I can see the slightest chance, 

And kiss my schoolmates all adieu 


WHEN SCHOOL IS OUT. 


207 


And then without another glance 
I’ll dance away till out of view. 

9 th girl: Same as ist girl. 

9 th boy: I think I’ll be so wild with joy, 

No doubt I’ll try to do each thing 
That’s done by every other boy, 

And shout and roll and run and spring, 
To make no noise would sure destroy 
The fun that all vacations bring. 

io/ 7 / boy: Same as 2d boy. 

10th girl: I think with all that will be done, 

The minute that vacation’s here, 

That I will be the only one 

Who has not one idea that’s clear 
Of what to do ’mid all the fun, 

And so I think I’ll stand and cheer. 

( The pupils should now be in the for??i of a semicircle^ 
the boys on one side.) 

1st girl (stepping one step forward): 

It seems to us that all you boys 
Just think of naught but making noise. 

1 st boy {stepping beside 1 st girl): 

To us ’tis fun what you call din, 

We have the name, let’s now begin. 

Song : Air : “ Yankee Doodle 

Boys sing: Vacation’s here and all the sport, 

That boys can e’er be wishing, 

With all the world to play them in, 

And we will rest while fishing. 

Chorus (all together): 

Playing, playing, keep it up, 

Do not be a dandy ; 

Heed your manners, mind the rules, 

And in all games be handy. 

Girls sing: Vacation’s here and we will have 
Some time to dress our dollies, 


CLOSING DAY. 


208 


And time to sew and wash for them 
And play go to Aunt Polly’s. 

Chorus (boys and girls sing remaining verses): 

Often in our play we’ll join, 

Both boys and girls together ; 

Out-doors when the days are fine, 

And in-doors in wet weather. 

Chorus: If you want to join our play, 

Why, of course, we’re willing ; 

If you’re clumsy you’ll be fined— 

Well, something like a shilling. 

(Pause, as if deliberating after “fined.”) 

Chorus : 

(The boys will whistle the air “ Yankee Doodle” for a 
march , which the 1st boy and girl will lead , the others 
forming couples behind them . They will come forward , 
as far as possible , separate , lead in opposite directions, 
forming large circles, passing each other tiear the wall , 
then leaving the room.) 


I 



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